Inside Teacher Education [recurso electrónico] : Challenging Prior Views of Teaching and Learning / by Shawn Michael Bullock.
Tipo de material:
TextoEditor: Rotterdam : SensePublishers, 2011Descripción: X, 194p. online resourceTipo de contenido: text Tipo de medio: computer Tipo de portador: online resourceISBN: 9789460914034Tema(s): Education | Education | Teaching and Teacher EducationClasificación CDD: 370.711 Clasificación LoC:LB1024.2-1050.75LB1705-2286Recursos en línea: Libro electrónico
En: Springer eBooksResumen: Learning to teach is complex. Teacher candidates begin a preservice program with powerful tacit assumptions about how teachers teach based on lengthy apprenticeships of observation over many years as students. Virtually all teacher education programs provide a mixture of coursework and classroom experience. Much has been written about the theory-into-practice approach in teacher education, an approach that assumes teacher candidates who have been provided with instructions about how to teach will be able to recall and apply them in a school setting. In reality, teacher candidates report considerable difficulty enacting theory in practice, to the point that many question the value of coursework. This book takes an in-depth look at five future teachers in one teacher education program, analyzing and interpreting how they and their teacher educators learn from experience during both coursework and practicum experiences. Many assumptions about the complex challenges of teaching teachers are called into question. Is the role of a teacher educator to synthesize research-based best practices for candidates to take to their field placements? Does the preservice practicum experience challenge or reinforce a lifetime of socialized experiences in schools? Must methods courses always be seen by most teacher candidates as little more than sites for collecting resources? Where and how do candidates construct professional knowledge of teaching? The data illustrate clearly that methods courses can be sites for powerful learning that challenges tacit assumptions about how and why we teach.
| Tipo de ítem | Biblioteca actual | Colección | Signatura | Copia número | Estado | Fecha de vencimiento | Código de barras |
|---|---|---|---|---|---|---|---|
| Libro Electrónico | Biblioteca Electrónica | Colección de Libros Electrónicos | LB1024.2 -1050.75 (Browse shelf(Abre debajo)) | 1 | No para préstamo | 378654-2001 |
Navegando Biblioteca Electrónica Estantes, Código de colección: Colección de Libros Electrónicos Cerrar el navegador de estanterías (Oculta el navegador de estanterías)
| LB1024.2 -1050.75 Pedagogy in (E)Motion | LB1024.2 -1050.75 Rethinking Educational Practice Through Reflexive Inquiry | LB1024.2 -1050.75 Critical Praxis Research | LB1024.2 -1050.75 Inside Teacher Education | LB1024.2 -1050.75 Pains and Gains of International Mobility in Teacher Education | LB1024.2 -1050.75 Navigating in Educational Contexts | LB1024.2 -1050.75 Processes of Inquiry |
Learning to teach is complex. Teacher candidates begin a preservice program with powerful tacit assumptions about how teachers teach based on lengthy apprenticeships of observation over many years as students. Virtually all teacher education programs provide a mixture of coursework and classroom experience. Much has been written about the theory-into-practice approach in teacher education, an approach that assumes teacher candidates who have been provided with instructions about how to teach will be able to recall and apply them in a school setting. In reality, teacher candidates report considerable difficulty enacting theory in practice, to the point that many question the value of coursework. This book takes an in-depth look at five future teachers in one teacher education program, analyzing and interpreting how they and their teacher educators learn from experience during both coursework and practicum experiences. Many assumptions about the complex challenges of teaching teachers are called into question. Is the role of a teacher educator to synthesize research-based best practices for candidates to take to their field placements? Does the preservice practicum experience challenge or reinforce a lifetime of socialized experiences in schools? Must methods courses always be seen by most teacher candidates as little more than sites for collecting resources? Where and how do candidates construct professional knowledge of teaching? The data illustrate clearly that methods courses can be sites for powerful learning that challenges tacit assumptions about how and why we teach.
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