Details
Learning to Teach
Curricular and Pedagogical Considerations for Teacher Preparation|
48,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 14.08.2021 |
| ISBN/EAN: | 9781475860191 |
| Sprache: | englisch |
| Anzahl Seiten: | 224 |
DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.
Beschreibungen
<p><span>Learning to Teach: Curricular and Pedagogical Considerations for Teacher Preparation </span><span>introduces the reader to a collection of thoughtful research-based works by the authors. The chapters reflect the personal and professional experiences, based on field-research, of the contributing authors. The research study presented in each chapter offers different perspectives and approaches to ‘learning to teach’. Bridging theory and research in pre-service teacher preparation programs are examined. Each study reflects the findings on how the components and experiences of teacher preparation are addressed in diverse contexts and disciplines as well as the prevalent challenges for pre-service teacher preparation. Chapter One opens the book with a focus on learning to teach and the importance of symmetry in preparation and practice. Chapters Two – Ten present field-based research that examines the important complexities of ‘learning to teach’ in pre-service teacher preparation, acknowledging that across different disciplines the ‘learning to teach’ experiences vary based on the role and responsibilities that teachers have upon entering the classroom to teach.</span></p>
<p><span>Learning to Teach </span><span>is a collection of field-based research that examines "learning to teach" in pre-service preparation. Teacher professional learning is a complex process that draws attention to the contextual and consequential aspects of learning to teach as well as the relational dynamics that reside within all preparation programs.</span></p>
<p><span>Preface</span></p>
<p><span>Acknowledgments</span></p>
<p><span>Chapter 1.</span><span> Learning to Teach, Teaching to Learn: The Importance of Symmetry in Preparation and Practice</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>Chapter 2.</span><span> Developing Learning Trajectories for Teacher Learning</span></p>
<p><span>Anna E. Bargagliotti</span></p>
<p><span>Chapter 3.</span><span> Connecting Curricular Contexts: A National Survey and Two Exemplary Cases of Teacher Educators Bridging Coursework and Fieldwork</span></p>
<p><span>Courtney Shimek, Marliese R. Peltier, Elizabeth M. Bemiss, Ann Van Wig, Laura J. Hopkins, Stephanie G. Davis, Roya Q. Scales, and W. David Scales</span></p>
<p><span>Chapter 4.</span><span> Preparing Special Educators for Inclusive Classes: Focusing Experiential Learning Experiences on Content and Disciplinary Literacy Instruction</span></p>
<span>Marie Tejero Hughes, Gina Braun, and Courtney Barcus</span>
<p><span>Chapter 5.</span><span> What Do </span><span>They </span><span>Want to Know: Exploring What Preservice Teachers Want and Expect from Their Preparation Coursework</span></p>
<p><span>Rory P. Tannebaum</span></p>
<p><span>Chapter 6.</span><span> Examining Coping Strategies of Pre-Service Teachers Completing Different Routes to Certification</span></p>
<p><span>Amanda A. Olsen and Roberta J. Scholes</span></p>
<p><span>Chapter 7.</span><span>Preparing Teachers for Literacy Instruction Across and Within the Disciplines:</span></p>
<p><span>The What and the How</span></p>
<p><span>Chyllis E. Scott, Diane M. Miller, Erin K. Washburn, and Erin M. McTigue</span></p>
<p><span>Chapter 8.</span><span> We Need </span><span>Better</span><span>, Not </span><span>More</span><span>: Results from a Study Examining the Impact of Duration and Quality of Field Experience on Teacher Preparation</span></p>
<p><span>Amanda L. Nolen and Karina R. Clemmons</span></p>
<p><span>Chapter 9.</span><span> Implementing Professional Development Days Within the Elementary Methods Semester</span></p>
<p><span>Patricia Paulson, Geri Von Grey, Danny Swensen, Jay Rasmussen, and Katie Bonawitz</span></p>
<p><span>Chapter 10.</span><span> English as a Foreign Language (EFL) Teaching Experiences of Mainstream Pre-service Teachers in an International Service-Learning Project</span></p>
<p><span>Burcu Ates, </span><span>Yurimi Grigsby, Helen Berg, and Soonhyang Kim</span></p>
<p><span>Chapter 11.</span><span> Epilogue: The Importance of First Lessons in Learning to Teach</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>About the Editor and Authors</span></p>
<p><span>Acknowledgments</span></p>
<p><span>Chapter 1.</span><span> Learning to Teach, Teaching to Learn: The Importance of Symmetry in Preparation and Practice</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>Chapter 2.</span><span> Developing Learning Trajectories for Teacher Learning</span></p>
<p><span>Anna E. Bargagliotti</span></p>
<p><span>Chapter 3.</span><span> Connecting Curricular Contexts: A National Survey and Two Exemplary Cases of Teacher Educators Bridging Coursework and Fieldwork</span></p>
<p><span>Courtney Shimek, Marliese R. Peltier, Elizabeth M. Bemiss, Ann Van Wig, Laura J. Hopkins, Stephanie G. Davis, Roya Q. Scales, and W. David Scales</span></p>
<p><span>Chapter 4.</span><span> Preparing Special Educators for Inclusive Classes: Focusing Experiential Learning Experiences on Content and Disciplinary Literacy Instruction</span></p>
<span>Marie Tejero Hughes, Gina Braun, and Courtney Barcus</span>
<p><span>Chapter 5.</span><span> What Do </span><span>They </span><span>Want to Know: Exploring What Preservice Teachers Want and Expect from Their Preparation Coursework</span></p>
<p><span>Rory P. Tannebaum</span></p>
<p><span>Chapter 6.</span><span> Examining Coping Strategies of Pre-Service Teachers Completing Different Routes to Certification</span></p>
<p><span>Amanda A. Olsen and Roberta J. Scholes</span></p>
<p><span>Chapter 7.</span><span>Preparing Teachers for Literacy Instruction Across and Within the Disciplines:</span></p>
<p><span>The What and the How</span></p>
<p><span>Chyllis E. Scott, Diane M. Miller, Erin K. Washburn, and Erin M. McTigue</span></p>
<p><span>Chapter 8.</span><span> We Need </span><span>Better</span><span>, Not </span><span>More</span><span>: Results from a Study Examining the Impact of Duration and Quality of Field Experience on Teacher Preparation</span></p>
<p><span>Amanda L. Nolen and Karina R. Clemmons</span></p>
<p><span>Chapter 9.</span><span> Implementing Professional Development Days Within the Elementary Methods Semester</span></p>
<p><span>Patricia Paulson, Geri Von Grey, Danny Swensen, Jay Rasmussen, and Katie Bonawitz</span></p>
<p><span>Chapter 10.</span><span> English as a Foreign Language (EFL) Teaching Experiences of Mainstream Pre-service Teachers in an International Service-Learning Project</span></p>
<p><span>Burcu Ates, </span><span>Yurimi Grigsby, Helen Berg, and Soonhyang Kim</span></p>
<p><span>Chapter 11.</span><span> Epilogue: The Importance of First Lessons in Learning to Teach</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>About the Editor and Authors</span></p>
<p><span>Patrick M. Jenlink</span><span> is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.</span></p>
Diese Produkte könnten Sie auch interessieren:
