The Experts below are selected from a list of 306 Experts worldwide ranked by ideXlab platform

Jarmila Novotná - One of the best experts on this subject based on the ideXlab platform.

  • Developing Mathematics Educators
    2013
    Co-Authors: Jarmila Novotná, Claire Margolinas, Bernard Sarrazy
    Abstract:

    This chapter addresses the issue of teacher Education and Development from various perspectives. Several categories of mathematics educators are characterized and their Development and roles in the teaching/learning processes are summarized. Cooperation between teachers and researchers as well as the concept of teachers as researchers are discussed from different points of view. The crucial role that observations play at all levels is analyzed and illustrated by two different models of implementation of observations into teachers' and researchers' practice. Throughout the chapter the influence of the research of Guy Brousseau on mathematics Education research is recognized.

  • The organization of the mathematics preparation and Development of teachers: a report from the ICMI Study 15
    Journal of Mathematics Teacher Education, 2010
    Co-Authors: Maria Teresa Tatto, Stephen Lerman, Jarmila Novotná
    Abstract:

    This article presents the results of an investigation carried out across 20+ country-regions under the auspices of ICMI Study 15 into the structures, approaches and general characteristics of the mathematics preparation and Development of teachers. We use a global framework provided by the larger research literature on teacher Education to contextualize the findings. The article provides an analytic perspective on (a) teacher Education systems’ characteristics including institutional arrangements and regulations; (b) teacher’s recruitment, selection, and credentials; (c) teacher Education programs’ structure and approaches; (d) teacher educators’ characteristics; and (e) the structure and content of the curriculum. This article highlights the important differences and similarities across systems that provide mathematics Education and Development to teachers. This article concludes with a discussion on implications for future empirical research on mathematics teacher Education.

Faith Howell - One of the best experts on this subject based on the ideXlab platform.

  • Action Learning and Action Research in Management Education and Development
    The Learning Organization, 1994
    Co-Authors: Faith Howell
    Abstract:

    Presents a case study of the International Management Centres (IMC), a private provider of management Education and Development programmes which are based on the principles of action learning and action research. Draws on rich data compiled from an evaluation of IMC′s action learning Diploma, MBA and PhD programmes which was conducted during 1992. Compares the findings, based on semi‐structured interviews with the stakeholders of the IMC MBA programmes, with the literature on adult learning, self‐directed learning, experiential learning and critical thinking. Documents and illustrates by examples that managers can successfully operationalize action learning and action research methodologies to bring about organizational, professional and personal Development as well as productivity improvements. In conclusion, discusses the implications for traditional management Education and Development programmes.

Stephen P. Heyneman - One of the best experts on this subject based on the ideXlab platform.

  • Education and Development: A return to basic principles
    Development, 2010
    Co-Authors: Stephen P. Heyneman
    Abstract:

    As a political strategy, Education-for-All has been a failure. Originally designed to attract Education investments over other priorities, the portion of donor resources devoted to Education has been stagnant. The strategy has made a fetish out of primary Education at the expense of Education sector Development; generated a donor monopoly over client interests and exaggerated the role of the state in Education provision. Stephen P. Heyneman explains why it is crucial now to return to basic principles.

Maria Teresa Tatto - One of the best experts on this subject based on the ideXlab platform.

  • The organization of the mathematics preparation and Development of teachers: a report from the ICMI Study 15
    Journal of Mathematics Teacher Education, 2010
    Co-Authors: Maria Teresa Tatto, Stephen Lerman, Jarmila Novotná
    Abstract:

    This article presents the results of an investigation carried out across 20+ country-regions under the auspices of ICMI Study 15 into the structures, approaches and general characteristics of the mathematics preparation and Development of teachers. We use a global framework provided by the larger research literature on teacher Education to contextualize the findings. The article provides an analytic perspective on (a) teacher Education systems’ characteristics including institutional arrangements and regulations; (b) teacher’s recruitment, selection, and credentials; (c) teacher Education programs’ structure and approaches; (d) teacher educators’ characteristics; and (e) the structure and content of the curriculum. This article highlights the important differences and similarities across systems that provide mathematics Education and Development to teachers. This article concludes with a discussion on implications for future empirical research on mathematics teacher Education.

Martin R. Fellenz - One of the best experts on this subject based on the ideXlab platform.

  • Forming the Professional Self: Bildung and the ontological perspective on professional Education and Development
    Educational Philosophy and Theory, 2015
    Co-Authors: Martin R. Fellenz
    Abstract:

    AbstractOntological perspectives in higher Education and particularly in professional Education and Development have focused attention on the question of the learner’s being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for professional practice. It raises the question of agency in relation to this formational process and considers the implications of the autonomy paradox which arises from the simultaneous influence of the sovereign self and the external authority of the profession on the formation of the professional self. This study considers a structural perspective on both of these matters and concludes with implications for professional Education and Development derived from constructive Developmental theory and the notion of subject–object transformation.