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Zusatztext "The book is extremely useful and well structured?the theories are well explained and are contextualised to provide examples of practical applications."--Professional Development in Education! 35(2)! 307-308 Informationen zum Autor Amy B. M. Tsui, Gwyn Edwards, Fran Lopez-Real, Tammy Kwan, Doris Law, Philip Stimpson, Rosina Tang, and Albert Wong are participants in the Hong Kong Unified Professional Development Project. Klappentext This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes - school-university partnership and sociocultural and social theories of learning - have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique. In this examination of an evolving model of school-university partnership, the Unified Professional Development Project in Hong Kong, the authors analyze the learning that takes place as the participants (student-teachers, mentor teachers, and university supervisors) mutually engage in the enterprise of improving teaching and learning in schools, developing shared practices, and creating new communities of practice. Although it describes one specific context, the book is not just about this locale. Rather, the Unified Professional Development Project is used as a context for theorizing more generally a social theory of learning for school-university partnerships that is relevant to any other similar context. This book will interest teacher educators, researchers in teacher education and teacher development, policy makers, and school practitioners who are involved in school-university partnerships. Zusammenfassung This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes - school-university partnership and sociocultural and social theories of learning - have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique. In this examination of an evolving model of school-university partnership! the Unified Professional Development Project in Hong Kong! the authors analyze the learning that takes place as the participants (student-teachers! mentor teachers! and university supervisors) mutually engage in the enterprise of improving teaching and learning in schools! developing shared practices! and creating new communities of practice. Although it describes one specific context! the book is not just about this locale. Rather! the Unified Professional Development Project is used as a context for theorizing more generally a social theory of learning for school-university partnerships that is relevant to any other similar context. This book will interest teacher educators! researchers in teacher education and teacher development! policy makers! and school practitioners who are involved in school-university partnerships. Inhaltsverzeichnis Preface Contributors Part I School-University Partnership and Theories of Learning 1. Contexts for Learning in School-University Partnership Gwyn Edwards, Amy B. M. Tsui and Philip Stimpson 2. Sociocultural Perspectives of Learning Amy B. M. Tsui, Fran Lopez-Real and Gwyn Edwards Part II Cases of Learning in School-University Partnership 3. On Becoming a Member of a Community of Practice Gwyn Edwards and Amy B. M. Tsui 4. Mentoring, Learning and Identity Formation Tammy Kwan, Fran Lopez-Real and Amy B. M. Tsui 5. Tripartite Conferences: Positioning and Activity Systems Fran Lopez-Real, Doris Law and Rosina Tang 6. M...
