Understanding Teacher Education

Author: James Calderhead
Editor: Routledge
ISBN: 1135718989
Size: 16,33 MB
Format: PDF, Docs
Read: 857

This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the factors that facilitate or impede the students' learning as teachers. In drawing upon these case studies together with existing theoretical models of professional development, the authors distinguish several key characteristics of learning to teach and discuss the implications of these for the design of effective school- based teacher education courses.

Case Studies Of Beginning Teachers

Author: Theodore J. Kowalski
Editor: Allyn & Bacon
Size: 19,60 MB
Format: PDF
Read: 134

'Case Studies of Beginning Teachers' offers a collection of 35 case studies of first-year teaching experiences-a mixture of true dilemmas and best solution scenarios-that bridge educational theory and practice to shed light on actual problems and challenges new teachers most often confront.

Teaching For Educational Equity

Author: Jane A. Beese
Editor: Rowman & Littlefield
ISBN: 1475821921
Size: 12,33 MB
Format: PDF, Docs
Read: 447

Teachers and school leaders are confronted by various issues pertaining to social justice every day. This volume will help school leaders to handle these issues ethically.

Understanding Teacher Education

Author: James Calderhead
Editor: Psychology Press
ISBN: 9780750703994
Size: 16,26 MB
Format: PDF
Read: 753

The readers of this book are offered fascinating and candid insights into the processes of learning to teach, the difficulties that students experience and how they attempt to overcome these difficulties

Understanding Expertise In Teaching

Author: Amy Tsui
Editor: Cambridge University Press
ISBN: 9780521635691
Size: 19,13 MB
Format: PDF, ePub, Docs
Read: 568

The author clarifies the nature of expertise in language teaching, its development, and how teachers employ it. This book is the first detailed study of what expertise in language teaching consists of and how it develops in language teachers. Exploring the classroom practices of her subjects in four illuminating case studies, Tsui succeeds in clarifying the nature of expertise in language teaching, the factors that shape and influence its development, and how teachers employ their expertise in teaching. In the process, the author critically examines an extensive literature on teacher cognition and shows how teachers' theories, knowledge, experience, and goals shape their classroom practices and their ability to move from novice to expert.

Case Study Analysis In The Classroom

Author: Renee W. Campoy
Editor: SAGE
ISBN: 9780761930280
Size: 13,68 MB
Format: PDF, ePub, Mobi
Read: 488

Presented in an engaging and stimulating manner, Case Study Analysis in the Classroom: Becoming a Reflective Teacher provides beginning teachers a variety of typical classroom problems to analyze and solve. Solving the case study problems helps new teachers develop the knowledge bases they need to solve real problems in their own classrooms. More than a book of cases, it is an important starting point for students learning about case study research, especially the analysis of cases and their potential uses in the classroom. In addition, readers will also be guided through the process of reflective problem solving, developing an educational philosophy, and writing their own case studies.

Case Studies Of Clinical Preparation In Teacher Education

Author: Ryan Flessner
Editor: Rowman & Littlefield
ISBN: 1475839499
Size: 20,49 MB
Format: PDF, Docs
Read: 885

Preparing teachers to work in our nation’s classrooms presents an array of challenges for teacher educators. Recently, organizations such as the American Association of Colleges for Teacher Education (AACTE), the National Council for Accreditation of Teacher Education (NCATE), and the Council of Chief State School Officers (CCSSO) released reports calling for change, supporting clinical teacher preparation, and encouraging links between university faculty, clinical faculty (P-12 educators), and pre-service teachers. This book (as well as its companion text, The Power of Clinical Preparation in Teacher Education: Embedding Teacher Preparation within P-12 School Contexts) responds to calls for change in teacher education. Sponsored by the Association of Teacher Educators (ATE) and its Commission on Clinically-Based Teacher Preparation, the book includes program descriptions, theoretical frameworks, and research studies. Initiated in response to Dr. Nancy Zimpher’s keynote speech at ATE’s 2011 Annual Meeting, the Commission on Clinically-Based Teacher Preparation set out to identify exemplary programs of teacher education, promising practices within those programs, and research related to the programs’ clinical practices. This text represents the Commission’s findings.

Methodologies Of Mediation In Professional Learning

Author: Lily Orland-Barak
Editor: Springer
ISBN: 3319499068
Size: 11,69 MB
Format: PDF, Mobi
Read: 701

This book critically explores the use of nine recognized methodologies for the mediation of professional learning in the context of teacher education: The story, the visual text, the case, the video, the simulation, the portfolio, lesson study, action research, and Information and Communication Technologies (ICT). Drawing on theories of mediation and professional learning, the book establishes connections between theoretical, empirical and practical-based aspects of each of these methodologies. It consolidates a body of knowledge that offers a holistic portrayal of these methodologies in terms of their purposes (what for), processes (how), and outcomes (what), both distinctively and inclusively. Each chapter offers four perspectives on each methodology (1) theoretical groundings of the genre (2) research-based evidence on methodologies-as-pedagogies for mediating teacher learning (3) mediation tasks for teacher education as reported in studies and (4) a synthesis of recurrent themes identified from selected books and articles, including a comprehensive list of publications organized by decades. The last chapter presents an integrative framework that conceptualizes connections and weak links across the different methodologies of mediation.

Exploring Education And Professional Practice

Author: Kathleen Mahon
Editor: Springer
ISBN: 9811022194
Size: 11,71 MB
Format: PDF, Docs
Read: 206

This book was written to help people understand and transform education and professional practice. It presents and extends the theory of practice architectures, and offers a contemporary account of what practices are composed of and how practices shape and are shaped by the arrangements with which they are enmeshed in sites of practice. Through its empirically-based case chapters, the book demonstrates how the theory of practice architectures can be used as a theoretical, analytical, and transformational resource to generate insights that have important implications for practice, theory, policy, and research in education and professional practice. These insights relate to how practices are shaped by arrangements (and other practices) present in specific sites of practice, including early childhood education settings, schools, adult education, and workplaces. They also relate to how practices create distinctive intersubjective spaces, so that people encounter one another in particular ways (a) in particular semantic spaces, (b) that are realised in particular locations and durations in physical space-time, and (c) in particular social spaces. By applying such insights, readers can work towards changing practices by transforming the practice architectures that make them possible.

Reflective Teacher Education

Author: Linda Valli
Editor: SUNY Press
ISBN: 9780791411315
Size: 14,26 MB
Format: PDF, Mobi
Read: 192

An increasing number of educators are arguing for conceptually sound reflective or inquiry-oriented teacher education programs. The argument is based on the fact that reflective teaching is possible and the belief that teachers should develop habits of consciously informed action. Those who promote reflective teaching argue for teacher empowerment within a self-renewing profession. Reflective Teacher Education offers case studies from seven universities that have organized teacher education programs around the concept of reflection. The cases represent public and private institutions, and alternative and traditional models of teacher preparation. The studies represent efforts to transform the entire professional education component rather than individual courses or isolated strategies. The volume also considers reflection as a conceptual orientation, commenting on its power to inform and improve teacher education, and assessing the implementation of reflection in these specific programs. The six critiques raise intriguing questions about the possibility and desirability of reflective reform efforts by viewing the cases from varying perspectives--development, cognitive, feminist, social reconstructionist, and post-modern.