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61.
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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The idea of a normal university in the 21st century 总被引:1,自引:0,他引:1
The establishment of normal colleges and universities is an important component of building a modern country, which possesses
different value ethos with the universities. The emergence of the école Normale Supérieure in Paris and the local normal schools
has set a new model for teacher education around the world and promoted values and knowledge patterns promoted by them quite
distinctive from those of the traditional European university. In order to improve the quality of teacher education, the models
of teacher education in the U.S., Japan, U.K., etc., are being continually innovated. China has created the teacher education
model different with the U.S., Japan, U.K. and France, which is a contribution to the development of international teacher
education. 相似文献
69.
Neal RE Ajamie LF Harmon KD Kellerby CD Schweikhard AJ 《Medical reference services quarterly》2010,29(4):405-413
In planning for a new library construction project for the University of Oklahoma-Tulsa, graduate students enrolled in the University of Oklahoma (OU) School of Library and Information Studies collaborated in an innovative effort to develop a commons-based reference service. By first considering a philosophical approach to the need for a commons, blending in the experiences of other libraries that have created similar spaces, and focusing on the workflow issues likely to be encountered by the graduate assistants staffing the commons itself, this planning team developed an uncommon peer-to-peer approach to reference and education services, one focused on the patron as student. 相似文献
70.
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