Rethinking Field Experiences in Preservice Teacher Preparation

Meeting New Challenges for Accountability
1. Auflage 2015
ISBN: 978-1-138-82386-0
Verlag: Routledge

Buch, Englisch, 254 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 374 g

The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.

Autoren/Hrsg.

Hollins, Etta R.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Preface

Chapter 1: Urban Schools as a Context for Learning Teaching
Magaly Lavadenz and Etta R. Hollins

Part I: Learning Teaching through the Approximation and Representation of Practice

Chapter 2: Opportunities and Pitfalls in the Turn toward Clinical Experience in U.S. Teacher Education Kenneth Zeichner and Marisa Bier

Chapter 3: Moving from Recommendations to Action in Preparing Professional Educators
Frances Rust and Renée Tipton Clift

Chapter 4: Clinical prototypes: Nontraditional Teacher Preparation Programs
Michelle Haj-Broussard, Jennifer L. Husbands, Belinda Dunnick Karge, Kimberly Walker McAlister, Majorie McCabe, John A. Omelan, Phyllis Payne, Vickie V. Person, Karen Peterson, and Cyndy Stephens

Part II: Learning Teaching Situated in Context

Chapter 5: Fostering Community-based Field Experiences in Teacher Education
Heidi L. Hallman and Terri L. Rodriguez

Chapter 6: Learning Teaching through Clinical Rotations
Etta R. Hollins

Chapter 7: A Clinical Classroom Process
Antoinette S. Linton and Richard K. Gordon

Chapter 8: Community Immersion Teacher Development: Pragmatic Knowledge of Family and Community in Professional Field-based Practice
Peter C. Murrell, Jr., Jessica Strauss, Rachel Carlson, and Maritza Alcoreza Dominguez

Part III: Assessing and Improving Teacher Preparation

Chapter 9: Teacher Performance Assessment: Readiness for Professional Practice
Jamy Stillman, Gisele Ragusa, Andrea Whittaker

Chapter 10: Building an Agenda and Developing Solutions for Challenges in Clinical Experiences Amy Bacevich, Stephanie L. Dodman, Lena "Libby" Hall and Meredith Ludwig

About the Contributors

Über Autor(innen)

Etta R. Hollins is professor and Kauffman Endowed Chair for Urban Teacher Education at the University of Missouri-Kansas City, USA.