Agency through Teacher Education (eBook, PDF)

Reflection, Community, and Learning
Redaktion: Flessner, Ryan; Patrizio, Kami; Horwitz, Julie; Miller, Grant

• Format: PDF

Produktbeschreibung

Agency through Teacher Education: Reflection, Community, and Learning addresses the ways that agency functions for those involved in twenty-first-century teacher education. This book, commissioned by the Association of Teacher Educators, relies on the voices of teacher education candidates, in-service teachers, school leaders, and university-based educators to illustrate what agency looks like, sounds like, and feels like for people trying to act as agents of change. These examples take the form of narratives, theoretical explorations, formal research studies, and reflective essays. Agency through Teacher Education does not seek to establish one definition for agency, but rather to conceptualize it from three perspectives: reflective practice, community engagement/activism, and organizational learning. The book seeks to explore ways stakeholders in- and outside the classroom become agents of change, as well as the traditional and non-traditional roles played out in teacher education programs across the United States.

Produktdetails

• Verlag: Bloomsbury eBooks US
• Seitenzahl: 212
• Erscheinungstermin: 27. Dezember 2012
• Englisch
• ISBN-13: 9798216294986
• Artikelnr.: 74849844

Autorenporträt

Ryan Flessner is an assistant professor of teacher education at Butler University in Indianapolis, Indiana. His teaching and research interests include elementary and early childhood education, elementary mathematics, teacher research, and issues of diversity, equity, and social justice. Grant R. Miller is an assistant professor in curriculum and instruction at Southern Illinois University in Carbondale, Illinois. His teaching and research interests include social studies education, media literacy, and program evaluation. Kami M. Patrizio is an assistant professor of educational leadership and policy studies at Virginia Tech University. Her research and teaching focus on learning, collaboration, and qualitative research methods. Julie R. Horwitz is an assistant professor in educational studies at Rhode Island College in Providence, Rhode Island. Her research and teaching focuses on middle and high school content area literacy, social justice, critical reflection, and teacher research.

Inhaltsangabe

Forward-Annette Digby
Preface
Acknowledgements
Introduction- Kami M. Patrizio, Ryan Flessner, Grant R. Miller, & Julie R.
Horwitz
SECTION I
Section I Introduction - Grant R. Miller & Christie McIntyre
Chapter 1 - Teacher Learners' Oral History Projects: Exploring How Our
Communities and Cultural Pasts Shape Us - Megan Blumenreich
Chapter 2 - Photovoice as a Critical Reflection Methodology - Julie R.
Horwitz
Chapter 3 - Supporting Prospective Teachers' Critical Reflection in
Mathematics Teacher Education - Mathew D. Felton & Courtney Koestler
Chapter 4 - Teacher Leaders: African American Women Experiencing and
Enacting Social Justice - Vonzell Agosto & Zorka Karanxha
Section I Commentary - Nancy Gallavan & Angela Webster-Smith
SECTION II
Section II Introduction - Ryan Flessner & Julie R. Horwitz
Chapter 5 - Understanding Community Voices as a Force in Teacher Education
- Ryan Flessner & Paula A. Magee
Chapter 6 - Enhancing Educator Agency Through the Development of Boundary
Spanning Competencies - Michael P. Evans
Chapter 7 - Knowledge of Community and Technology as Parallel Tools of
Agency in Teacher Preparation - Rashmi Kumar, Christopher G. Pupik Dean, &
Nancy Lee Rodenberg Bergey
Chapter 8 - Community Engagement as Catalyst for Critical Reflection and
Agency Within a Professional Development School Clinical Program - Mary
Klehr
Section II Commentary - Gregory Michie
SECTION III
Section III Introduction - Kami M. Patrizio
Chapter 9 - Building Administrator as Teacher Educator: Fostering Teacher
Agency From Within the System - Laura McDermott
Chapter 10 - I Want to Test My Own Unique Ideas": Tensions in the Teacher
Candidate-Cooperating Teacher Relationship - Janet Johnson
Chapter 11 - Teacher Shared Leadership for Educating English Learning
Students - Katie Brooks
Chapter 12 - Systemic Educational Change: Applying Social Network Theory to
Lateral Learning Among Principals - Corrie Stone-Johnson & Kristin Kew
Section III Commentary - Jim Nolan
Chapter 13 - What We Learned about Agency in Teacher Education - Grant R.
Miller, Ryan Flessner, Kami M. Patrizio, & Julie R. Horwitz
About the Authors
Index