Affifi (23 results)

Condition: As New. Unread book in perfect condition.

Paperback. Condition: New. There is an ongoing tendency in contemporary research, policy and practice to see the teacher as a technician who, with guidance from scientific evidence about 'what works,' can become increasingly more effective in bringing about measurable learning outcomes. This book not only shows why a technical understanding of teaching is problematic, but also explores in detail what can be gained from understanding teaching as a situated art that requires the purposeful combination of craft - teachers' 'know how' - and wisdom - the ability to make meaningful judgements about what needs to be done in the always concrete and unique situation of the classroom. The book asks what the artistry of teaching is, how it matters for teaching, what it looks like and feels like for both teachers and students, how the arts can help in deepening our understanding of teaching, who may benefit from the artistry of teaching, and what this means for becoming and being a teacher, individually and collectively. The book seeks to provide a meaningful alternative in contemporary discussions about teachers, teaching and the future of teacher education. In addition, the idea of artistry highlights the aesthetic qualities and dimensions of teaching and opens up new ways for understanding teacher formation and teacher development.

Paperback. Condition: New. There is an ongoing tendency in contemporary research, policy and practice to see the teacher as a technician who, with guidance from scientific evidence about 'what works,' can become increasingly more effective in bringing about measurable learning outcomes. This book not only shows why a technical understanding of teaching is problematic, but also explores in detail what can be gained from understanding teaching as a situated art that requires the purposeful combination of craft - teachers' 'know how' - and wisdom - the ability to make meaningful judgements about what needs to be done in the always concrete and unique situation of the classroom. The book asks what the artistry of teaching is, how it matters for teaching, what it looks like and feels like for both teachers and students, how the arts can help in deepening our understanding of teaching, who may benefit from the artistry of teaching, and what this means for becoming and being a teacher, individually and collectively. The book seeks to provide a meaningful alternative in contemporary discussions about teachers, teaching and the future of teacher education. In addition, the idea of artistry highlights the aesthetic qualities and dimensions of teaching and opens up new ways for understanding teacher formation and teacher development.

Condition: New.

Paperback. Condition: new. Paperback. There is an ongoing tendency in contemporary research, policy and practice to see the teacher as a technician who, with guidance from scientific evidence about what works, can become increasingly more effective in bringing about measurable learning outcomes. This book not only shows why a technical understanding of teaching is problematic, but also explores in detail what can be gained from understanding teaching as a situated art that requires the purposeful combination of craft teachers know how and wisdom the ability to make meaningful judgements about what needs to be done in the always concrete and unique situation of the classroom. The book asks what the artistry of teaching is, how it matters for teaching, what it looks like and feels like for both teachers and students, how the arts can help in deepening our understanding of teaching, who may benefit from the artistry of teaching, and what this means for becoming and being a teacher, individually and collectively. The book seeks to provide a meaningful alternative in contemporary discussions about teachers, teaching and the future of teacher education. In addition, the idea of artistry highlights the aesthetic qualities and dimensions of teaching and opens up new ways for understanding teacher formation and teacher development. Explores the idea that teaching is an art that requires teacherly artistry and considers what the artistry of teaching entails. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New.

paperback. Condition: New.

Paperback. Condition: Brand New. 232 pages. 6.20x0.65x9.15 inches. In Stock.

Condition: New.

Condition: New.

Condition: As New. Unread book in perfect condition.

Condition: New.

Paperback / softback. Condition: New. New copy - Usually dispatched within 3 working days.

Paperback. Condition: New. There is an ongoing tendency in contemporary research, policy and practice to see the teacher as a technician who, with guidance from scientific evidence about 'what works,' can become increasingly more effective in bringing about measurable learning outcomes. This book not only shows why a technical understanding of teaching is problematic, but also explores in detail what can be gained from understanding teaching as a situated art that requires the purposeful combination of craft - teachers' 'know how' - and wisdom - the ability to make meaningful judgements about what needs to be done in the always concrete and unique situation of the classroom. The book asks what the artistry of teaching is, how it matters for teaching, what it looks like and feels like for both teachers and students, how the arts can help in deepening our understanding of teaching, who may benefit from the artistry of teaching, and what this means for becoming and being a teacher, individually and collectively. The book seeks to provide a meaningful alternative in contemporary discussions about teachers, teaching and the future of teacher education. In addition, the idea of artistry highlights the aesthetic qualities and dimensions of teaching and opens up new ways for understanding teacher formation and teacher development.

Paperback. Condition: new. Paperback. There is an ongoing tendency in contemporary research, policy and practice to see the teacher as a technician who, with guidance from scientific evidence about what works, can become increasingly more effective in bringing about measurable learning outcomes. This book not only shows why a technical understanding of teaching is problematic, but also explores in detail what can be gained from understanding teaching as a situated art that requires the purposeful combination of craft teachers know how and wisdom the ability to make meaningful judgements about what needs to be done in the always concrete and unique situation of the classroom. The book asks what the artistry of teaching is, how it matters for teaching, what it looks like and feels like for both teachers and students, how the arts can help in deepening our understanding of teaching, who may benefit from the artistry of teaching, and what this means for becoming and being a teacher, individually and collectively. The book seeks to provide a meaningful alternative in contemporary discussions about teachers, teaching and the future of teacher education. In addition, the idea of artistry highlights the aesthetic qualities and dimensions of teaching and opens up new ways for understanding teacher formation and teacher development. Explores the idea that teaching is an art that requires teacherly artistry and considers what the artistry of teaching entails. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Taschenbuch. Condition: Neu. Neuware - There is an ongoing tendency in contemporary research, policy and practice to see the teacher as a technician who, with guidance from scientific evidence about 'what works,' can become increasingly more effective in bringing about measurable learning outcomes. This book not only shows why a technical understanding of teaching is problematic, but also explores in detail what can be gained from understanding teaching as a situated art that requires the purposeful combination of craft - teachers' 'know how' - and wisdom - the ability to make meaningful judgements about what needs to be done in the always concrete and unique situation of the classroom. The book asks what the artistry of teaching is, how it matters for teaching, what it looks like and feels like for both teachers and students, how the arts can help in deepening our understanding of teaching, who may benefit from the artistry of teaching, and what this means for becoming and being a teacher, individually and collectively. The book seeks to provide a meaningful alternative in contemporary discussions about teachers, teaching and the future of teacher education. In addition, the idea of artistry highlights the aesthetic qualities and dimensions of teaching and opens up new ways for understanding teacher formation and teacher development.

Paperback. Condition: New. There is an ongoing tendency in contemporary research, policy and practice to see the teacher as a technician who, with guidance from scientific evidence about 'what works,' can become increasingly more effective in bringing about measurable learning outcomes. This book not only shows why a technical understanding of teaching is problematic, but also explores in detail what can be gained from understanding teaching as a situated art that requires the purposeful combination of craft - teachers' 'know how' - and wisdom - the ability to make meaningful judgements about what needs to be done in the always concrete and unique situation of the classroom. The book asks what the artistry of teaching is, how it matters for teaching, what it looks like and feels like for both teachers and students, how the arts can help in deepening our understanding of teaching, who may benefit from the artistry of teaching, and what this means for becoming and being a teacher, individually and collectively. The book seeks to provide a meaningful alternative in contemporary discussions about teachers, teaching and the future of teacher education. In addition, the idea of artistry highlights the aesthetic qualities and dimensions of teaching and opens up new ways for understanding teacher formation and teacher development.

Hardcover. Condition: Very Good. FIRST THUS. First Edition Thus, First Printing. Not price-clipped. Published by Sh. Muhammad Ashraf, 1964. Octavo. Hardcover. Book is very good. Dust jacket is very good with shelf/edgewear and small tears. A nice copy of this important and vintage 20th century philosophical title.100% positive feedback. 30 day money back guarantee. NEXT DAY SHIPPING! Excellent customer service. Please email with any questions. All books packed carefully and ship with free delivery confirmation/tracking. All books come with free bookmarks. Ships from Sag Harbor, New York.

paperback. Condition: New. In shrink wrap. Looks like an interesting title!

Very good copy in the original title-blocked cloth. Slight suggestion only of dust-dulling to the spine bands and panel edges. Remains particularly well-preserved overall; tight, bright, clean and strong. Physical description: xx, 213 p. ; 23 cm. Subject: Ibn al- Arab 1165-1240. 3 Kg.

Very good copy in the original title-blocked cloth. Slight suggestion only of dust-dulling to the spine bands and panel edges. Remains particularly well-preserved overall; tight, bright, clean and strong. Physical description: xx, 213 p. ; 23 cm. Subject: Ibn al- Arab 1165-1240. 1 Kg.

Hardcover. Condition: Very Good. Dust Jacket Condition: Fair. xx, 213 pages ; 23 cm. "This reprint . is published by arrangement with the Cambridge University Press, England"--Title page verso.

no binding. Condition: good. First Edition. Original Printed patent disbound with printed front blue wrapper present but not the back wrapper (both often lacking in early patents) About 27cm by 18cm some wear and tear due to the disbinding.