Understanding Teacher Education
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Author |
: James Calderhead |
Publisher |
: Routledge |
Total Pages |
: 240 |
Release |
: 2003-09-02 |
ISBN-10 |
: 9781135718985 |
ISBN-13 |
: 1135718989 |
Rating |
: 4/5 (85 Downloads) |
Synopsis Understanding Teacher Education by : James Calderhead
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.
Author |
: John Loughran |
Publisher |
: Routledge |
Total Pages |
: 209 |
Release |
: 2013-01-11 |
ISBN-10 |
: 9781134210602 |
ISBN-13 |
: 1134210604 |
Rating |
: 4/5 (02 Downloads) |
Synopsis Developing a Pedagogy of Teacher Education by : John Loughran
A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This book describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is and how that knowledge must influence teacher training practices. The book is divided into two sections. The first considers the crucial distinction between teaching student-teachers and teaching them about teaching, allowing practice to push beyond the technical-rational, or tips-and-tricks approach, to teaching about teaching in a way that brings in the appropriate attitudes, knowledge and skills of teaching itself. Section two highlights the dual nature of student teachers’ learning, arguing that they need to concentrate not only on learning what is being taught but also on the way in which that teaching is conducted.
Author |
: Catherine Cornbleth |
Publisher |
: Routledge |
Total Pages |
: 130 |
Release |
: 2013-10-30 |
ISBN-10 |
: 9781136169069 |
ISBN-13 |
: 1136169067 |
Rating |
: 4/5 (69 Downloads) |
Synopsis Understanding Teacher Education in Contentious Times by : Catherine Cornbleth
Understanding Teacher Education in Contentious Times examines how public, professional, and private or corporate agencies operate to shape teacher education and possibilities for its improvement. Teacher education programs, particularly those leading to state certification or licensure, are influenced not only by state regulations but also by required review and accreditation by an outside agency such as the National Council for the Accreditation of Teacher Education, and are subject to various contextual pressures such as the cultures of the institutions that host them and their surrounding communities, their potential student and employer markets, strong individuals, professional organizations, history or tradition, and, increasingly, external, usually privately-funded, special interest corporations such as the National Council on Teacher Quality. Unique among books on teacher education, this volume interweaves—in historical context including emerging trends—the complex contexts in which practice and reform efforts take place and are supported or impeded.
Author |
: Diane Yendol-Hoppey |
Publisher |
: IAP |
Total Pages |
: 288 |
Release |
: 2018-07-01 |
ISBN-10 |
: 9781641133777 |
ISBN-13 |
: 1641133775 |
Rating |
: 4/5 (77 Downloads) |
Synopsis Outcomes of High-Quality Clinical Practice in Teacher Education by : Diane Yendol-Hoppey
For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.
Author |
: Christopher Day |
Publisher |
: Springer Science & Business Media |
Total Pages |
: 252 |
Release |
: 2011-03-02 |
ISBN-10 |
: 9789400705456 |
ISBN-13 |
: 940070545X |
Rating |
: 4/5 (56 Downloads) |
Synopsis New Understandings of Teacher's Work by : Christopher Day
Within educational research that seeks to understand the quality and effectiveness of teachers and school, the role emotions play in educational change and school improvement has become a subject of increasing importance. In this book, scholars from around the world explore the connections between teaching, teacher education, teacher emotions, educational change and school leadership. (For this text, “teacher” encompasses pre-service teachers, in-service teachers and headteachers, or principals). New Understandings of Teacher’s Work: Emotions and Educational Change is divided into four themes: educational change; teachers and teaching; teacher education; and emotions in leadership. The chapters address the key basic and substantive issues relative to the central emotional themes of the following: teachers’ lives and careers in teaching; the role emotions play in teachers’ work; lives and leadership roles in the context of educational reform; the working conditions; the context-specific dynamics of reform work; school/teacher cultures; individual biographies that affect teachers’ emotional well-being; and the implications for the management and leadership of educational change, and for development, of teacher education.
Author |
: Amanda Berry |
Publisher |
: Springer Science & Business Media |
Total Pages |
: 197 |
Release |
: 2007-06-03 |
ISBN-10 |
: 9781402059933 |
ISBN-13 |
: 1402059930 |
Rating |
: 4/5 (33 Downloads) |
Synopsis Tensions in Teaching about Teaching by : Amanda Berry
This book captures the excitement – and the difficulties – of self-study of teacher education practices, placing it at the forefront of approaches to practitioner inquiry. It offers insight into the relationship between teaching about teaching and learning about teaching that emerged through the author’s own self-study project. The book illustrates how tensions can act as a means for both analysing practice and articulating the professional knowledge that comprises a pedagogy of teacher education.
Author |
: Tina Blythe |
Publisher |
: Jossey-Bass |
Total Pages |
: 148 |
Release |
: 1998 |
ISBN-10 |
: STANFORD:36105029420945 |
ISBN-13 |
: |
Rating |
: 4/5 (45 Downloads) |
Synopsis The Teaching for Understanding Guide by : Tina Blythe
Companion guide to: Teaching for understanding / Martha Stone Wiske, editor. 1998.
Author |
: Jacquelyn Seevak Sanders |
Publisher |
: University of Chicago Press |
Total Pages |
: 180 |
Release |
: 1989 |
ISBN-10 |
: 0226734641 |
ISBN-13 |
: 9780226734644 |
Rating |
: 4/5 (41 Downloads) |
Synopsis A Greenhouse for the Mind by : Jacquelyn Seevak Sanders
Continues the story of the Sonia Shankman Orthogenic School at the University of Chicago first chronicle in Bruno Bettleheim's books. Focuses on how its teachers and counselors create an educational environment in which children will want and be able to learn.
Author |
: Sharon L. Nichols |
Publisher |
: IAP |
Total Pages |
: 321 |
Release |
: 2021-03-01 |
ISBN-10 |
: 9781648024290 |
ISBN-13 |
: 1648024297 |
Rating |
: 4/5 (90 Downloads) |
Synopsis Teaching on Assessment by : Sharon L. Nichols
In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, “walk our talk” in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms. Praise for Teaching on Assessment "This thought-provoking book brings together perspectives from educational psychology and teacher education to examine how assessment can best support student motivation, engagement, and learning. In the volume, editors Nichols and Varier present a set of chapters written by leaders in the field to examine critical questions about how to best prepare teachers to make instructional decisions, understand assessment within the context of learning and motivation theory, and draw on assessment in ways which can meet the needs of diverse learners. Written in a highly accessible language and style, each chapter contains clear takeaway messages designed for educational psychologists, teacher educators, teachers, and pre-service teachers. This book is essential reading for anyone involved in teaching or developing our future teaching professionals." Lois R. Harris, Australian Catholic University "This impressive book provides a wealth of contemporary and engaging resources, ideas and perspectives that educational psychology instructors will find relevant for helping students understand the complexity of assessment decision-making as an essential component of instruction. Traditional assessment principles are integrated with contemporary educational psychology research that will enhance prospective teachers’ decision-making about classroom assessments that promote all students’ learning and motivation. It is unique in showing how to best leverage both formative and summative assessment to boost student engagement and achievement, enabling students to understand how to integrate practical classroom constraints and realities with current knowledge about self-regulation, intrinsic motivation, and other psychological constructs that assessment needs to consider. The chapters are written by established experts who are able to effectively balance presentation of research and theory with practical applications. Notably, the volume includes very important topics rarely emphasized in other assessment texts, including assessment literacy frameworks, diversity, equity, assessment strategies for students with special needs, and data-driven decision making. The book will be an excellent supplement for educational psychology classes or for assessment courses, introducing students to current thinking about how to effectively integrate assessment with instruction." James McMillan, Virginia Commonwealth University.
Author |
: Martha Stone Wiske |
Publisher |
: Jossey-Bass |
Total Pages |
: 406 |
Release |
: 1998 |
ISBN-10 |
: UOM:39015055083466 |
ISBN-13 |
: |
Rating |
: 4/5 (66 Downloads) |
Synopsis Teaching for Understanding by : Martha Stone Wiske
Based on a Harvard University research project, this book answers such questions as: What is teaching for understanding? How does it differ from traditional teaching approaches? What does it look like in the classroom? And, how do students demonstrate their understanding? The book presents a framework for helping teachers learn how to teach more effectively.