Toward a Framework of Resources for Learning to Teach: Rethinking US Teacher Preparation - Tapa dura

Gatti, Lauren

 
9781137501448: Toward a Framework of Resources for Learning to Teach: Rethinking US Teacher Preparation
Tapa dura
ISBN 10: 1137501448 ISBN 13: 9781137501448
Editorial: Palgrave Macmillan, 2016

Sinopsis

This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach-in any type of program-can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways-a university-based program and an urban teacher residency-learn to teach within a policy context of high-stakes testing and "college readiness." 

"Sinopsis" puede pertenecer a otra edición de este libro.

Acerca del autor

Lauren Gatti is Assistant Professor in Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, USA. She earned her PhD in Curriculum and Instruction from the University of Wisconsin, Madison, USA. In 2013, she was awarded Outstanding Dissertation of the Year in Division K (Teaching and Teacher Education) of the American Educational Research Association.

De la contraportada

This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach--in any type of program--can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways--a university-based program and an urban teacher residency--learn to teach within a policy context of high-stakes testing and "college readiness."

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
Palgrave Macmillan
Año de publicación
2016
Idioma
Inglés
ISBN 10 
1137501448
ISBN 13 
9781137501448
Encuadernación
Tapa dura
Número de edición
1
Número de páginas
222
Contacto del fabricante
Springer Nature Customer Service Center GmbH
ProductSafety@springernature.com

Europaplatz 3
Heidelberg
69115
Alemania

Otras ediciones populares con el mismo título

9781349699087: Toward a Framework of Resources for Learning to Teach: Rethinking US Teacher Preparation

Edición Destacada

ISBN 10:  134969908X ISBN 13:  9781349699087
Editorial: Palgrave Macmillan, 2016
Tapa blanda