Active Collaborative Education

A Journey towards Teaching

Volume Editor:
Judith Barak
and
Ariela Gidron
ACE (Active Collaborative Education) set out on its educational journey in October 2001. At the time, graduates of the college were enthusiastically accepted in the field, smoothly slipping into the school system and highly appreciated as ‘good teachers’. However, this situation did not please this book’s contributors. They wanted to see ACE graduates as different teachers, agents of change and innovation in their classrooms as well as in the wider circles of their society. It is against this background that the ACE program came into being—subversive in spirit, focusing on the process as much as on its end results, on dialogue instead of on competition, and on learning communities and participation as much as on individual engagement.
Copyright Year:
2016
电子书 (PDF)
状态:
Publiziert
Publisher ISBN:
978-94-6300-402-2
Publication date:
01 Jan 2016
精装本
状态:
Publiziert
Publisher ISBN:
978-94-6300-401-5
Publication date:
01 Jan 2016
平装本
状态:
Publiziert
Publisher ISBN:
978-94-6300-400-8
Publication date:
01 Jan 2016
Cover Active Collaborative Education

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Preliminary Material
著者： Judith Barak and Ariela Gidron
页码： i–xviii
Studying Our Practice
Stories from the Field as a Learning Space for the Study of Teaching
著者： Smadar Tuval and Ariela Gidron
页码： 1–20
Narrating Cultural Identity
Getting to Know the Me I Bring to Class
著者： Ruth Mansur Shachor
页码： 21–35
In-Between School and College
Creating an Edge Community
著者： Judith Barak, Malka Gorodetsky, and Haya Hadari
页码： 37–51
Expecting the Familiar and Meeting the Strange
Student Perceptions of a Nontraditional Learning Environment
著者： Bobbie Turniansky and Smadar Tuval
页码： 53–75
Paving a Professional Road
Exploring Teaching through Self-Studies
著者： Ariela Gidron, Judith Barak, and Smadar Tuval
页码： 77–87
Graduates’ Voices
ACE’s Graduates Reflections from the Field
著者： Judith Barak, Ariela Gidron, Adiba Arafat, and Talia Weinberger
页码： 89–98
Learning not to Know
A Key to Professional Identity
著者： Dina Friling and Bobbie Turniansky
页码： 99–119
The Journey of ACE
The Hermeneutical-Phenomenological Approach to Teacher Education
著者： Shlomo Back
页码： 121–148
The “Third” within ACE
著者： Shlomo Back and Ruth Mansur Shachor
页码： 149–167
Edge Pedagogy
著者： Malka Gorodetsky and Judith Barak
页码： 169–181
About the Authors
著者： Judith Barak and Ariela Gidron
页码： 183–184
Educational Researchers and their students
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出版社:
Brill
Language:
英语
Extent:
202 pp.
DOI:
https://doi.org/10.1007/978-94-6300-402-2

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