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Title
Being A Teacher in the 21st Century : A Critical New Zealand Research Study / by Leon Benade.
ISBN
9789811037825
9811037825
9789811037818
9811037817
Published
Singapore : Springer Singapore : Imprint: Springer, 2017.
Language
English
Description
1 online resource (xi, 211 pages) : illustrations.
Item Number
10.1007/978-981-10-3782-5 doi
Call Number
LB1705-2286
Dewey Decimal Classification
370.711
Summary
This book provides scholars, teacher educators, as well as reflective school leaders and teachers with valuable insights into what it is to be a teacher in the 21st century. It does so by presenting original research based on a study of several New Zealand schools between 2013 and 2015, and in particular, a focussed study of four of those schools in 2015. The book draws on the findings to take stock of some of the central manifestations of 21st-century learning, especially digital pedagogies and the collaborative practices associated with teaching and learning in modern learning environments. It reflects on the mental shifts and sometimes-painful transitions teachers and leaders are making and experiencing as they enter uncharted waters, moving from traditional classroom practices to ones that emphasise collaboration, teamwork and the radical de-centring of their personal roles. It outlines a blueprint for understanding how to navigate these changes, and describes and explains the nature of pedagogical shifts apparent in digital classrooms and modern learning environments.
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Access limited to authorized users.
Digital File Characteristics
text file PDF
Available in Other Form
Print version: 9789811037818
Chapter 1 Introduction
Chapter 2 Presenting the research
Chapter 3 The future is now: What '21st-century learning' means for teaching
Chapter 4 The impacts on teachers' work: 21st-century learning
Chapter 5 The impacts on teachers' work: Working in Flexible Learning Environments
Chapter 6 The impacts on teachers' work: ICT/BYOD and digital pedagogy
Chapter 7 The impacts on teachers' work: Practitioner attitudes and reflective transitions
Chapter 8 Responding to 21st-century learning policy demands
Chapter 9 Lessons to be learned?.
