MARC Record from harvard_bibliographic_metadata

LEADER: 02059cam a2200301Ia 4500
001 010473916-9
005 20080227104537.0
008 070613s2007 fr b 000 0 eng d
020 $a9789280313000 (pbk.)
020 $a9280313002 (pbk.)
035 0 $aocn144228630
040 $aSINIE$cSINIE$dYDXCP$dBAKER$dUAB$dBTCTA$dCOD$dTJC
050 4 $aLB1707$b.S39 2007
100 1 $aSchwille, John.
245 10 $aGlobal perspectives on teacher learning :$bimproving policy and practice /$cJohn Schwille and Martial Dembele in collaboration with Jane Schubert.
260 $aParis :$bUNESCO, International Institute for Educational Planning,$c2007.
300 $a146 p. ;$c21 cm.
440 0 $aFundamentals of educational planning ;$v84
504 $aIncludes bibliographical references (p. 131-146)
505 0 $aThe continuum of teacher learning : a conceptual framework -- Unresolved controversies : how much formal preparation is needed, if any? -- Initial formal teacher preparation : policies, institutions and practices -- Induction of beginning teachers -- The continuing professional development of classroom teachers -- General conclusion.
520 $aThis publication is the 84th in the Fundamentals of Educational Planning series. It looks at all forms of teacher learning, formal and informal, from teachers' own early schooling, through their training, and on to the end of their teaching career. It argues that to formulate policy and design effective programs for teacher preparation and professional development, the whole spectrum of teacher learning must be considered. Much recent research and fresh knowledge have been brought together for the first time in this publication by the authors John Schwille, Martial Dembélé in collaboration with Jane Schubert.--Publisher's description.
530 $aAvailable both in print and online.
650 0 $aTeachers$xTraining of.
700 1 $aDembélé, Martial.
700 1 $aSchubert, Jane G.
710 2 $aInternational Institute for Educational Planning.
988 $a20070530
906 $0OCLC