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71.
Ruth Jonathan 《Journal of Philosophy of Education》1997,31(1):109-141
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Ruth Germain 《British Journal of Special Education》2009,36(3):175-176
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Ruth Germain 《British Journal of Special Education》2009,36(4):223-224
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Ruth Pilkington 《International Journal for Academic Development》2013,18(3):251-263
Courses are widely used to provide professional qualifications for higher education (HE) practitioners. However, the question of how experienced academics might gain recognition as professional educators without completing a course is not well explored. This paper introduces the use of professional dialogue for this purpose, describing an approach being applied within four UK universities. The paper discusses the value of the professional dialogue, drawing on assessors’ and participants’ voices to provide empirical evidence. Findings from the study suggest that ‘assessed dialogues’ provide a more authentic route to professional recognition for experienced HE academics, effectively synthesising professional development, the individual and organisational learning. 相似文献
78.
Ruth Heilbronn 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):62-65
The article briefly reports on a school‐based training group, citing it as illustration of a development shared by other schools which have evolved partnerships with higher education. It suggests that good mentoring practice has existed in previous years and that there is a pool of expertise in schools, which can be tapped for the benefit of teacher training in the new courses. (Implementation of Circular 9/92). 1 相似文献
79.
Selected curriculum changes were studied in two rural shcool‐community contexts. Both qualitative and quantitative data indicated that implementation was at a low level of use and that factors related to isolation were particularly powerful influences in the change process. A major implication of the study is demonstrated need for detailed curriculum implementation plans that account for local school community factors. 相似文献
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