By Deborah Ann Jensen, Deborah B. Eldridge, Yang Hu, Jennifer A. Tuten
ISBN-10: 0230617689
ISBN-13: 9780230617681
A stress exists whilst beginner lecturers start to placed their conceptual and theoretical understandings and pedagogical views into perform. attempting to stability the complexities of educating literacy whereas adapting to the demanding situations of the multidimensional calls for of educating and studying, they locate themselves on the fringe of their convenience zones. This publication is set the strategies of instructor improvement from newcomers to specialists, approximately mentoring educating in interpreting and writing guideline, and approximately how you can maximize the training power of either lecturers and their students.
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Extra info for Teaching and Learning in the (dis)Comfort Zone: A Guide for New Teachers and Literacy Coaches
Example text
2007) state, Talk that is accountable to knowledge is based explicitly on facts, written texts or other publicly accessible information that all individuals can access. Speakers make an effort to get their facts right and make explicit the evidence behind their claims or explanations. They challenge each other when evidence is lacking or unavailable. (P. 289) Teachers would press students to use the text to support their statements. ” or “I know that because it says here” would be part of this discussion.
B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, MA: Cambridge. H. (2004). Choice words: How our language affects children’s learning. York, ME: Stenhouse. Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York: Ballantine. Lomax, R. (1996). On becoming assessment literate: An initial look at preservice teachers’ beliefs and practices. Teacher Educator, 31(2), 292–303. , & Resnick, L.
We recognize the importance of creating structures and using models of best practice in our graduate program to establish appropriate and supportive conditions to foster teacher reflection for both early career teachers as well as seasoned teachers. For the methods courses as well as practicum courses, reflection is hardwired into them. One of the opportunities to reflect is the web-based course management system. For example, at the beginning of these courses, we invite the teachers to reflect on their past experience and histories as readers, writers, and/or learners involved in various literacy events, as well as on their beliefs, assumptions, or perceptions.
Teaching and Learning in the (dis)Comfort Zone: A Guide for New Teachers and Literacy Coaches by Deborah Ann Jensen, Deborah B. Eldridge, Yang Hu, Jennifer A. Tuten
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