By Lauren Gatti
ISBN-10: 1137501448
ISBN-13: 9781137501448
ISBN-10: 1137501456
ISBN-13: 9781137501455
This e-book advances a brand new framework for studying to coach, utilizing in-depth case experiences to teach how studying to teach—in any kind of program—can top be understood as a recursive and dynamic strategy, in which academics differentially entry programmatic, relational, experiential, disciplinary, and dispositional assets. within the final two decades, debates within the box of instructor instruction have more and more turn into paralyzing and divisive as rhetoric round the failure of college instructor practise intensifies. the writer addresses the historic and functional elements that animate those debates, arguing that amateur academics and instructor educators needs to comprehend the valuable conflicts within the box; besides the fact that, the booklet additionally advances a fashion of drawing close studying to coach that money owed for yet doesn't get caught on the point of programmatic designation. utilizing energetic, in-depth case experiences, the writer indicates how amateur city English lecturers from diverse instructor practise pathways—a university-based application and an city instructor residency—learn to coach inside a coverage context of high-stakes trying out and “college readiness.”
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Additional resources for Toward a Framework of Resources for Learning to Teach: Rethinking US Teacher Preparation
Sample text
2014). Restoring opportunity: The crisis of opportunity and the challenge for American education. Cambridge, MA: Harvard Education Press. , & McNicholl, J. (2014). Transforming teacher education: Reconfiguring the academic work. London: Bloomsbury Academic. Forzani, F. (2014). Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65, 357–368. Fraser, J. W. (2007). Preparing America’s teachers: A history. New York, NY: Teachers College Press.
Today, universities continue to prepare the majority of teachers in the USA, but alternative pathways to teaching—TFA, The New Teacher Project (TNTP), and Urban Teacher Residencies (UTRs), for example— are increasingly upheld as more nimble, rigorous, and “no nonsense” ways to prepare teachers. And, although the terms “alternative” and “traditional” themselves are actually relatively unhelpful descriptors given the lack of agreement on what “alternative” even means, as well as the wide variation of experience within any program (Grossman & Loeb, 2008a), those designations have stuck in the common parlance of teacher education as well as the policy world.
Studying teacher learning, for example, requires that we think about preservice teachers’ prior beliefs about teaching, many of them unconsciously stemming from their thousands of hours as students observing their teachers teach, what Lortie (1975) named the “apprenticeship of TRANSFORMATIVE TEACHER PREPARATION: A FRAMEWORK OF RESOURCES... ” Embedded in these prior beliefs about teaching are often unarticulated ideas about students (especially students who are different from them) (Feiman-Nemser & Remillard, 1996).
Toward a Framework of Resources for Learning to Teach: Rethinking US Teacher Preparation by Lauren Gatti
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