تعلم التدريس: فهم تعلم التدريس
OpenLearn Review
الموقع
Online(رابط الدورة)
التاريخ
عند الطلب
أقسام الدورات
التدريب والتعليم
الشهادة
Yes(Statement of Participation)
اللغة
الإنجليزية
رسوم الدورة
مجانيةعدد الحضور
غير محدود
المهارات المكتسبة
- know the differences in opinion about what Initial Teacher Education (ITE) is trying to achieve,understand the differences in perception of the student teachers’ role in ITE,recognise some of the ways in which these differences manifest themselves in the UK
| اسم مقدم الدورة | OpenLearn |
|---|---|
| مجالات التدريب |
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| موقعك الإلكتروني (URL) | http://www.openuniversity.edu/ |
| حول المزود |
Since its launch in 2006, OpenLearn has become an integrated part of The Open University, with the site attracting more than 69 million visitors – many of which go on to make an enquiry about becoming a formal student, strengthening the journey between informal and formal learning. The OpenLearn team originate, commission and develop content that unites faculty and University priorities with areas of topical and general interest. This is in support of our own student population in their academic, skills and career and personal development (CPD) endeavours, delivering quality assets openly available for teaching and learning. OL deliver bite-sized learning experiences designed to fit easily into daily life, so whether you're a busy parent looking to get promoted at work, or back-packing across Africa and wanting to increase your learning, we are open with no requirements to access our free materials. Some of OL academic-led content includes: |
This free course, Making sense of learning to teach, is the first of four courses which comprise the course Learning to teach. It draws on what we know about how people learn to become teachers. It explores the different approaches to teacher education and the different routes into teaching. It will help you to understand the philosophical and practical differences between the different approaches. It draws on research about students' experiences of learning to teach and considers the implications of this in designing teacher education programmes.
