TY - BOOK ID - 94113742 TI - Being A Teacher in the 21st Century : A Critical New Zealand Research Study PY - 2017 SN - 9789811037825 PB - Singapore : Springer Singapore : Imprint: Springer, DB - UniCat KW - Teacher education. Teacher's profession KW - Computer assisted instruction KW - Audiovisual methods KW - Teaching KW - onderwijstechnologie KW - onderwijs KW - computerondersteund onderwijs KW - opvoeding KW - lerarenopleiding KW - onderwijsonderzoek KW - lesgeven KW - anno 2000-2099 KW - New Zealand KW - Teaching. KW - Educational technology. KW - International education . KW - Comparative education. KW - Teaching and Teacher Education. KW - Educational Technology. KW - International and Comparative Education. KW - Education, Comparative KW - Education KW - Global education KW - Intellectual cooperation KW - Internationalism KW - Instructional technology KW - Technology in education KW - Technology KW - Educational innovations KW - Instructional systems KW - Didactics KW - Instruction KW - Pedagogy KW - School teaching KW - Schoolteaching KW - Pedagogical content knowledge KW - Training KW - History KW - Aids and devices UR - https://www.unicat.be/uniCat?func=search&query=sysid:94113742 AB - This book provides scholars, teacher educators, as well as reflective school leaders and teachers with valuable insights into what it is to be a teacher in the 21st century. It does so by presenting original research based on a study of several New Zealand schools between 2013 and 2015, and in particular, a focussed study of four of those schools in 2015. The book draws on the findings to take stock of some of the central manifestations of 21st-century learning, especially digital pedagogies and the collaborative practices associated with teaching and learning in modern learning environments. It reflects on the mental shifts and sometimes-painful transitions teachers and leaders are making and experiencing as they enter uncharted waters, moving from traditional classroom practices to ones that emphasise collaboration, teamwork and the radical de-centring of their personal roles. It outlines a blueprint for understanding how to navigate these changes, and describes and explains the nature of pedagogical shifts apparent in digital classrooms and modern learning environments. ER -