東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining Two Elementary-Intermediat...

Moizumi, Erica Miyuki.

Linked to FindBook

Google Book

Amazon

博客來

Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education./
Author:	Moizumi, Erica Miyuki.
Description:	143 p.
Notes:	Source: Masters Abstracts International, Volume: 49-05, page: 2819.
Contained By:	Masters Abstracts International49-05.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR72914
ISBN:	9780494729144

Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education.
Moizumi, Erica Miyuki.

Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education. - 143 p.

Source: Masters Abstracts International, Volume: 49-05, page: 2819.

Thesis (M.A.)--University of Toronto (Canada), 2010.

In this qualitative study, I examine two elementary-intermediate teachers' understandings and pedagogical practices of global citizenship education in the Ontario and British Columbia classroom contexts. Key findings reveal contrasting portrayals of global citizenship education that foreground particular themes and practices found in the literature and curriculum guidelines. One teachers' understandings and goals highlight an environmental global justice angle whereas the other teacher focuses on critical thinking. Three broad themes appeared to underpin their pedagogical practices -- child-centred learning, critical thinking, and authentic performance tasks -- although each theme is portrayed in distinctive ways. Both teachers identified factors such as the departmental and school culture, a collaborative learning community, and suitable resources as either encouraging or hindering their ability to transform their preferred learning goals into practice. These findings reveal a level of ambiguity and uncertainty regarding the teacher participants' understandings and practice, which is complicated by varying levels of support.

ISBN: 9780494729144Subjects--Topical Terms:

1019148
Education, Social Sciences.

Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education.
LDR:01977nam 2200253 4500 001 1404076
005 20111116122926.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9780494729144
035 $a (UMI)AAIMR72914
035 $a AAIMR72914
040 $a UMI $c UMI
100 1 $a Moizumi, Erica Miyuki. $3 1683378
245 1 0 $a Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education.
300 $a 143 p.
500 $a Source: Masters Abstracts International, Volume: 49-05, page: 2819.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2010.
520 $a In this qualitative study, I examine two elementary-intermediate teachers' understandings and pedagogical practices of global citizenship education in the Ontario and British Columbia classroom contexts. Key findings reveal contrasting portrayals of global citizenship education that foreground particular themes and practices found in the literature and curriculum guidelines. One teachers' understandings and goals highlight an environmental global justice angle whereas the other teacher focuses on critical thinking. Three broad themes appeared to underpin their pedagogical practices -- child-centred learning, critical thinking, and authentic performance tasks -- although each theme is portrayed in distinctive ways. Both teachers identified factors such as the departmental and school culture, a collaborative learning community, and suitable resources as either encouraging or hindering their ability to transform their preferred learning goals into practice. These findings reveal a level of ambiguity and uncertainty regarding the teacher participants' understandings and practice, which is complicated by varying levels of support.
590 $a School code: 0779.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0534
690 $a 0727
710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Masters Abstracts International $g 49-05.
790 $a 0779
791 $a M.A.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR72914