What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? "A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education programand recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.…mehr
What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? "A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education programand recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.
Linda Darling-Hammond is the Charles E. Ducommum Professor of Teaching and Teacher Education at Stanford University and served as co-chair, with John Bransford, of the National Academy of Education's Committee on Teacher Education. Joan Baratz-Snowden is director of Educational Issues at the American Federation of Teachers (AFT). She was vice president for Education Policy and Reform and for Assessment and Research at the National Board for Professional Teaching Standards. Since 1965, the National Academy of Education (NAE) has sought to advance the highest quality education research and its use in policy formation and practice. NAE is an honorary membership society of the most respected scholars of education from the U.S. and other countries. In addition to this book, the Academy sponsored Preparing Teachers for a Changing World, which provides the research foundations for the recommendations contained here.
Inhaltsangabe
Preface and Acknowledgments ix Committee on Teacher Education xi Introduction 1 The Focus and Organization of This Report 3 1 What Do Teachers Need to Know? 5 Knowledge of Learners and Their Development 7 Knowledge of Subject Matter and Curriculum Goals 14 Knowledge of Teaching 17 In Sum 27 2 How Can Teachers Acquire the Knowledge They Need? 29 How Teachers Develop and Learn 31 Problems of Learning to Teach 32 3 Implications for Teacher Preparation 37 Promising Pedagogies 41 In Sum 50 4 Policy Recommendations 53 Development and Accreditation of Preparation Programs 57 Licensure Reform 60 Recruitment and Retention of New Teachers 63 Notes 73 Bibliography 77 About the Editors 83 Index 85
Preface and Acknowledgments ix Committee on Teacher Education xi Introduction 1 The Focus and Organization of This Report 3 1 What Do Teachers Need to Know? 5 Knowledge of Learners and Their Development 7 Knowledge of Subject Matter and Curriculum Goals 14 Knowledge of Teaching 17 In Sum 27 2 How Can Teachers Acquire the Knowledge They Need? 29 How Teachers Develop and Learn 31 Problems of Learning to Teach 32 3 Implications for Teacher Preparation 37 Promising Pedagogies 41 In Sum 50 4 Policy Recommendations 53 Development and Accreditation of Preparation Programs 57 Licensure Reform 60 Recruitment and Retention of New Teachers 63 Notes 73 Bibliography 77 About the Editors 83 Index 85
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