Learning to Teach is a collection of field-based research that examines "learning to teach" in pre-service preparation. Teacher professional learning is a complex process that draws attention to the contextual and consequential aspects of learning to teach as well as the relational dynamics that reside within all preparation programs.
Learning to Teach is a collection of field-based research that examines "learning to teach" in pre-service preparation. Teacher professional learning is a complex process that draws attention to the contextual and consequential aspects of learning to teach as well as the relational dynamics that reside within all preparation programs.
Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.
Inhaltsangabe
Preface Acknowledgments Chapter 1. Learning to Teach, Teaching to Learn: The Importance of Symmetry in Preparation and Practice Patrick M. Jenlink Chapter 2. Developing Learning Trajectories for Teacher Learning Anna E. Bargagliotti Chapter 3. Connecting Curricular Contexts: A National Survey and Two Exemplary Cases of Teacher Educators Bridging Coursework and Fieldwork Courtney Shimek, Marliese R. Peltier, Elizabeth M. Bemiss, Ann Van Wig, Laura J. Hopkins, Stephanie G. Davis, Roya Q. Scales, and W. David Scales Chapter 4. Preparing Special Educators for Inclusive Classes: Focusing Experiential Learning Experiences on Content and Disciplinary Literacy Instruction Marie Tejero Hughes, Gina Braun, and Courtney BarcusChapter 5. What Do They Want to Know: Exploring What Preservice Teachers Want and Expect from Their Preparation Coursework Rory P. Tannebaum Chapter 6. Examining Coping Strategies of Pre-Service Teachers Completing Different Routes to Certification Amanda A. Olsen and Roberta J. Scholes Chapter 7.Preparing Teachers for Literacy Instruction Across and Within the Disciplines: The What and the How Chyllis E. Scott, Diane M. Miller, Erin K. Washburn, and Erin M. McTigue Chapter 8. We Need Better, Not More: Results from a Study Examining the Impact of Duration and Quality of Field Experience on Teacher Preparation Amanda L. Nolen and Karina R. Clemmons Chapter 9. Implementing Professional Development Days Within the Elementary Methods Semester Patricia Paulson, Geri Von Grey, Danny Swensen, Jay Rasmussen, and Katie Bonawitz Chapter 10. English as a Foreign Language (EFL) Teaching Experiences of Mainstream Pre-service Teachers in an International Service-Learning Project Burcu Ates, Yurimi Grigsby, Helen Berg, and Soonhyang Kim Chapter 11. Epilogue: The Importance of First Lessons in Learning to Teach Patrick M. Jenlink About the Editor and Authors
Preface Acknowledgments Chapter 1. Learning to Teach, Teaching to Learn: The Importance of Symmetry in Preparation and Practice Patrick M. Jenlink Chapter 2. Developing Learning Trajectories for Teacher Learning Anna E. Bargagliotti Chapter 3. Connecting Curricular Contexts: A National Survey and Two Exemplary Cases of Teacher Educators Bridging Coursework and Fieldwork Courtney Shimek, Marliese R. Peltier, Elizabeth M. Bemiss, Ann Van Wig, Laura J. Hopkins, Stephanie G. Davis, Roya Q. Scales, and W. David Scales Chapter 4. Preparing Special Educators for Inclusive Classes: Focusing Experiential Learning Experiences on Content and Disciplinary Literacy Instruction Marie Tejero Hughes, Gina Braun, and Courtney BarcusChapter 5. What Do They Want to Know: Exploring What Preservice Teachers Want and Expect from Their Preparation Coursework Rory P. Tannebaum Chapter 6. Examining Coping Strategies of Pre-Service Teachers Completing Different Routes to Certification Amanda A. Olsen and Roberta J. Scholes Chapter 7.Preparing Teachers for Literacy Instruction Across and Within the Disciplines: The What and the How Chyllis E. Scott, Diane M. Miller, Erin K. Washburn, and Erin M. McTigue Chapter 8. We Need Better, Not More: Results from a Study Examining the Impact of Duration and Quality of Field Experience on Teacher Preparation Amanda L. Nolen and Karina R. Clemmons Chapter 9. Implementing Professional Development Days Within the Elementary Methods Semester Patricia Paulson, Geri Von Grey, Danny Swensen, Jay Rasmussen, and Katie Bonawitz Chapter 10. English as a Foreign Language (EFL) Teaching Experiences of Mainstream Pre-service Teachers in an International Service-Learning Project Burcu Ates, Yurimi Grigsby, Helen Berg, and Soonhyang Kim Chapter 11. Epilogue: The Importance of First Lessons in Learning to Teach Patrick M. Jenlink About the Editor and Authors
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