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Inhaltsangabe
The changing paradigms consider education as a continual process of gaining information whereby learning is perceived not as a passive acquisition of knowledge, but as a largely active and individual process of deriving personal meaning from what is learned. Teaching in the new paradigm is consequently perceived, not as the transmission of knowledge, but as developing in the individual the ability to learn how to acquire the ability to be a self-directed learner. Since self-directed learning is perceived to be essentially individual in nature, it is evident that learning must emanate from the learner, and the learners should be allowed to take decisions about the goals, organization and evaluation of their learning. The role of the teacher of the self-directed learner therefore changes from being a disseminator of knowledge to a facilitator of learning. The motives of the professional developers have been to encourage the teachers to take the initiative in identifying and acting on their own individual needs and hence self-directedness. Therefore, this book provides a lot of inputs on how a teacher can be a self-directed professional.
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Über die Autorin bzw. den Autor
Dr. Bhatta, ELT practitioner and Principal of a government high school in Nepal works as an adjunct faculty in School of Education in Kathmandu University. Winner of TEA fellowship from the US Department of State, Dr. Bhatta has been involved in various teacher training activities and has traveled to UK, Germany, Japan, India and the USA.
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Enhancing Teacher Development Through Self-Direction
Verlag:
LAP LAMBERT Academic Publishing Mrz 2015, 2015
ISBN 10: 3659440280
ISBN 13: 9783659440281
Neu
Taschenbuch
Anbieter: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Deutschland
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Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The changing paradigms consider education as a continual process of gaining information whereby learning is perceived not as a passive acquisition of knowledge, but as a largely active and individual process of deriving personal meaning from what is learned. Teaching in the new paradigm is consequently perceived, not as the transmission of knowledge, but as developing in the individual the ability to learn how to acquire the ability to be a self-directed learner. Since self-directed learning is perceived to be essentially individual in nature, it is evident that learning must emanate from the learner, and the learners should be allowed to take decisions about the goals, organization and evaluation of their learning. The role of the teacher of the self-directed learner therefore changes from being a disseminator of knowledge to a facilitator of learning. The motives of the professional developers have been to encourage the teachers to take the initiative in identifying and acting on their own individual needs and hence self-directedness. Therefore, this book provides a lot of inputs on how a teacher can be a self-directed professional. 340 pp. Englisch. Bestandsnummer des Verkäufers 9783659440281
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Enhancing Teacher Development Through Self-Direction
Verlag:
LAP LAMBERT Academic Publishing, 2015
ISBN 10: 3659440280
ISBN 13: 9783659440281
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Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Bhatta Tika RamDr. Bhatta, ELT practitioner and Principal of a government high school in Nepal works as an adjunct faculty in School of Education in Kathmandu University. Winner of TEA fellowship from the US Department of State, Dr. . Bestandsnummer des Verkäufers 22113630
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Enhancing Teacher Development Through Self-Direction
Verlag:
LAP LAMBERT Academic Publishing, 2015
ISBN 10: 3659440280
ISBN 13: 9783659440281
Neu
Taschenbuch
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Taschenbuch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The changing paradigms consider education as a continual process of gaining information whereby learning is perceived not as a passive acquisition of knowledge, but as a largely active and individual process of deriving personal meaning from what is learned. Teaching in the new paradigm is consequently perceived, not as the transmission of knowledge, but as developing in the individual the ability to learn how to acquire the ability to be a self-directed learner. Since self-directed learning is perceived to be essentially individual in nature, it is evident that learning must emanate from the learner, and the learners should be allowed to take decisions about the goals, organization and evaluation of their learning. The role of the teacher of the self-directed learner therefore changes from being a disseminator of knowledge to a facilitator of learning. The motives of the professional developers have been to encourage the teachers to take the initiative in identifying and acting on their own individual needs and hence self-directedness. Therefore, this book provides a lot of inputs on how a teacher can be a self-directed professional. Bestandsnummer des Verkäufers 9783659440281
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Enhancing Teacher Development Through Self-Direction
Verlag:
LAP LAMBERT Academic Publishing, 2015
ISBN 10: 3659440280
ISBN 13: 9783659440281
Neu
Taschenbuch
Anbieter: preigu, Osnabrück, Deutschland
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Taschenbuch. Zustand: Neu. Enhancing Teacher Development Through Self-Direction | Tika Ram Bhatta | Taschenbuch | 340 S. | Englisch | 2015 | LAP LAMBERT Academic Publishing | EAN 9783659440281 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Bestandsnummer des Verkäufers 104754993
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Enhancing Teacher Development Through Self-Direction
Verlag:
LAP LAMBERT Academic Publishing Mär 2015, 2015
ISBN 10: 3659440280
ISBN 13: 9783659440281
Neu
Taschenbuch
Anbieter: buchversandmimpf2000, Emtmannsberg, BAYE, Deutschland
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Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The changing paradigms consider education as a continual process of gaining information whereby learning is perceived not as a passive acquisition of knowledge, but as a largely active and individual process of deriving personal meaning from what is learned. Teaching in the new paradigm is consequently perceived, not as the transmission of knowledge, but as developing in the individual the ability to learn how to acquire the ability to be a self-directed learner. Since self-directed learning is perceived to be essentially individual in nature, it is evident that learning must emanate from the learner, and the learners should be allowed to take decisions about the goals, organization and evaluation of their learning. The role of the teacher of the self-directed learner therefore changes from being a disseminator of knowledge to a facilitator of learning. The motives of the professional developers have been to encourage the teachers to take the initiative in identifying and acting on their own individual needs and hence self-directedness. Therefore, this book provides a lot of inputs on how a teacher can be a self-directed professional.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 340 pp. Englisch. Bestandsnummer des Verkäufers 9783659440281
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