| Record ID | ia:professionalknow0000hoyl |
| Source | Internet Archive |
| Download MARC XML | https://archive.org/download/professionalknow0000hoyl/professionalknow0000hoyl_marc.xml |
| Download MARC binary | https://www.archive.org/download/professionalknow0000hoyl/professionalknow0000hoyl_meta.mrc |
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005 20210708233400.0
008 950405s1995 enk b 001 0 eng
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050 14 $aLB2832.4.G7$bH69 1995
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082 04 $a371.1220941$220
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084 $aD 9200 GB 32$2dopaed
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100 1 $aHoyle, Eric.
245 10 $aProfessional knowledge and professional practice /$cEric Hoyle and Peter John.
260 $aLondon :$bCassell,$c©1995.
300 $avi, 178 pages ;$c22 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 1 $aIssues in education
504 $aIncludes bibliographical references (pages 164-174) and index.
520 $aRecent legislation has signalled the government's determination to redefine the role of teachers: their status, autonomy and professional knowledge are under review. This challenging book addresses these important topical issues by analysing the values and attitudes entailed in the idea of professional responsibility, the significance of autonomy for effective practice, and teachers' knowledge. The authors base their analysis on the view that teaching, however defined, is a dynamic entity with a potential for renewal, which should not be underestimated.
650 0 $aTeachers$zGreat Britain.
650 0 $aProfessional socialization.
650 1 $aProfessional socialization.
650 6 $aEnseignants$zGrande-Bretagne.
650 6 $aSocialisation professionnelle$zGrande-Bretagne.
650 6 $aEnseignement$xPratique$zGrande-Bretagne.
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653 0 $aSchools$aTeachers$aTraining
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653 10 $aEducation Personnel
653 10 $aOnderwijspersoneel
700 1 $aJohn, Peter D.
776 08 $iOnline version:$aHoyle, Eric.$tProfessional knowledge and professional practice.$dLondon : Cassell, ©1995$w(OCoLC)654197426
830 0 $aIssues in education (London, England)
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