國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Promising practices in indigenous te...

McIvor, Onowa.

Promising practices in indigenous teacher education

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Promising practices in indigenous teacher educationedited by Paul Whitinui, Carmen Rodriguez de France, Onowa McIvor.
其他作者:	Whitinui, Paul.
出版者:	Singapore :Springer Singapore :2018.
面頁冊數:	xxvii, 308 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	TeachersTraining of.
電子資源:	http://dx.doi.org/10.1007/978-981-10-6400-5
ISBN:	9789811064005$q(electronic bk.)

Promising practices in indigenous teacher education
Promising practices in indigenous teacher education[electronic resource] /edited by Paul Whitinui, Carmen Rodriguez de France, Onowa McIvor. - Singapore :Springer Singapore :2018. - xxvii, 308 p. :ill., digital ;24 cm.

This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.

ISBN: 9789811064005$q(electronic bk.)

Standard No.: 10.1007/978-981-10-6400-5doiSubjects--Topical Terms:

278143
Teachers
--Training of.

LC Class. No.: LB1707

Dewey Class. No.: 370.711

Promising practices in indigenous teacher education
LDR:02434nmm a2200313 a 4500 001 528664
003 DE-He213
005 20180614160144.0
006 m d
007 cr nn 008maaau
008 181030s2018 si s 0 eng d
020 $a 9789811064005$q(electronic bk.)
020 $a 9789811063992$q(paper)
024 7 $a 10.1007/978-981-10-6400-5 $2 doi
035 $a 978-981-10-6400-5
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1707
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a EDU024000 $2 bisacsh
082 0 4 $a 370.711 $2 23
090 $a LB1707 $b .P965 2018
245 0 0 $a Promising practices in indigenous teacher education $h [electronic resource] / $c edited by Paul Whitinui, Carmen Rodriguez de France, Onowa McIvor.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2018.
300 $a xxvii, 308 p. : $b ill., digital ; $c 24 cm.
520 $a This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.
650 0 $a Teachers $x Training of. $3 278143
650 0 $a Indigenous peoples $x Education. $3 348557
650 0 $a Multicultural education. $3 269640
650 1 4 $a Education. $3 177995
650 2 4 $a Teaching and Teacher Education. $3 338703
650 2 4 $a International and Comparative Education. $3 338769
650 2 4 $a Educational Policy and Politics. $3 308819
650 2 4 $a Sociology of Education. $3 338784
700 1 $a Whitinui, Paul. $3 801251
700 1 $a Rodriguez de France, Carmen. $3 801252
700 1 $a McIvor, Onowa. $3 801253
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-981-10-6400-5
950 $a Education (Springer-41171)