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RT Book, Whole SR Electronic DC OPAC T1 Proactive Images for Pre-Service Teachers : Identity, Expectations, and Avoiding Practice Shock / by Jeremy Delamarter A1 Delamarter, Jeremy A1 SpringerLink (Online service) YR 2019 FD 2019 SP X, 210 p. 11 illus., 3 illus. in color K1 Teachers -- Training of K1 Schools K1 Employee health promotion K1 School management and organization K1 School administration K1 Teaching and Teacher Education K1 School and Schooling K1 Employee Health and Wellbeing K1 Organization and Leadership ED 1st ed. 2019. PB Springer International Publishing : Imprint: Palgrave Macmillan PP Cham SN 9783030134914 LA English (英語) CL LCC:LB1705-2286 CL DC23:370.711 NO 1. Beginnings -- 2. Why Expectations Matter -- 3. One Step Removed -- 4. Concern, Control, and Change -- 5. The Heart vs. The Head -- 6. Losing Your Illusions -- 7. Becoming Something New -- 8. So Much Left to Learn NO This book provides tools to help pre-service teachers and teacher-preparation programs identify, evaluate, and respond to misaligned expectations early in the teacher-preparation sequence. Plato tells the story of prisoners who mistake the shadows on the wall of their cave for flesh-and-blood reality. These “shadow narratives” dominated their expectations, and when confronted with a three-dimensional reality that bore little resemblance to the shadows, the prisoners were blinded by the light. Surrounded by images and rhetoric that reduce the fullness of teaching to flat, two-dimensional representations, today's pre-service teachers tend to develop expectations of teaching that resemble the shadows more than they resemble reality. These misaligned expectations often lead to practice shock: the painful and disillusioning cognitive dissonance that comes about when unsustainable expectations collide with real-world practice. Intended as a proactive manual for mitigating practice shock, this book shines a light on the shadows by giving pre-service teachers the tools to examine, confront, and revise their own misaligned expectations of teaching before they reach the point of crisis. NO HTTP:URL=https://doi.org/10.1007/978-3-030-13491-4 NO 書誌ID=EB16356368; LK [E Book]https://doi.org/10.1007/978-3-030-13491-4 OL 30