a)
b)
c )
d)
e )
In Depth Work
289
Professional Knowledge 296
Reflection on Own Subject
Reflection on Other Subjects
Reflection
on Curriculum Development
299
ЗОЗ
306
Microfiche References
314
CHAPTER NINE
CONCLUSION
Development of Teacher Education Towards
a Theory and Practice of Partnership 316
Responsive Structures 316
School Group 3i6
Responsiveness of Structure to
School and Training Institution 320
Responsiveness of Structure to PGCE Course 323
Role of University Tutor 324
Role of Teacher-tutor 327
Relationship of Roles of University and
Teacher-tutor 329
Pedagogy and Active Learning Experience
as, the Base of the PGCE 333
Personal Encounters and Experiences
in the Institute ЗЗ6
Encounters with the School 339
PGCE in the Process of Teacher Education 342
Professional Education and Personal Change 342
Students’ Prior Educational Experience as Part
of PGCE 343
Student Learning and Pedagogy in the PGCE 3⅛5
Reflection and Theorising 347
The Process of Theorising
Patterns of Assessment 352
357
1
38
⅛∣
BIBLIOGRAPHY
APPENDIX I
APPENDIX II
∕⅛ 0P*≡∙ VOiX III
More intriguing information
1. The Triangular Relationship between the Commission, NRAs and National Courts Revisited2. The Role of Trait Emotional Intelligence (El) in the Workplace.
3. The name is absent
4. The name is absent
5. The name is absent
6. Convergence in TFP among Italian Regions - Panel Unit Roots with Heterogeneity and Cross Sectional Dependence
7. Credit Markets and the Propagation of Monetary Policy Shocks
8. A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School
9. The technological mediation of mathematics and its learning
10. Passing the burden: corporate tax incidence in open economies