Collaboration Narrative And Inquiry That Honor The Complexity Of Teacher Education

Author : Amy Johnson Lachuk
Publisher : IAP
ISBN 13 : 164802209X
Total Pages : 149 pages
Book Rating : 4.98/5 ( download)

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Download or read book Collaboration, Narrative, and Inquiry That Honor the Complexity of Teacher Education written by Amy Johnson Lachuk and published by IAP. This book was released on 2020-08-01 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaboration, Narrative, and Inquiry that Honor the Complexity of Teacher Education presents a narrative exploration of three teacher educators' collaborative and transnational inquiry into their practices. Through carefully selected narratives, the authors describe how they enacted a practice-based approach in their teacher education courses. The authors present challenges and complexities they encountered as teacher educators in trying to prepare preservice teacher candidates for the realities of the classroom.

Author : Amy Johnson Lachuk
Publisher :
ISBN 13 : 9781648022081
Total Pages : 150 pages
Book Rating : 4.81/5 ( download)

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Download or read book Collaboration, Narrative, and Inquiry That Honor the Complexity of Teacher Education (hc) written by Amy Johnson Lachuk and published by . This book was released on 2020-08-17 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaboration, Narrative, and Inquiry that Honor the Complexity of Teacher Education presents a narrative exploration of three teacher educators' collaborative and transnational inquiry into their practices. Through carefully selected narratives, the authors describe how they enacted a practice-based approach in their teacher education courses. The authors present challenges and complexities they encountered as teacher educators in trying to prepare preservice teacher candidates for the realities of the classroom.

Author : Brandon M. Butler
Publisher : IAP
ISBN 13 :
Total Pages : 310 pages
Book Rating : 4.57/5 ( download)

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Download or read book Pathways Into Teacher Education written by Brandon M. Butler and published by IAP. This book was released on 2023-10-01 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher educator learning has received increasing attention in recent decades. Although the professional development needs of teacher educators has become more visible, the spaces where teacher educators learn to teach teachers is less clear. How do teacher educators learn? What do they learn? And where does this learning take place? This edited volume provides answers these questions through an unpacking of the programs, courses, and professional learning spaces in which beginning teacher educators learn. In this edited volume, chapters provide profiles, or “cases,” of the spaces in which beginning university-based teacher educators are prepared. University based teacher educator learning occurs in a range of settings. As highlighted in this volume, such learning spaces include doctoral program concentrations or minors focused on the development of teacher educator identity and practice; individual doctoral courses dedicated to teacher education; formalized program experiences that assist in the preparation of teacher educators; and mentoring or critical friendship collaborations through which doctoral students learn about teacher education with peers or from experienced teacher educators.

Author : Brandon M. Butler
Publisher : IAP
ISBN 13 :
Total Pages : 274 pages
Book Rating : 4.84/5 ( download)

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Download or read book Professional Learning Journeys of Teacher Educators written by Brandon M. Butler and published by IAP. This book was released on 2024-01-01 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is clear that teacher educators have ongoing professional learning and development needs. Chief among these are continuing to learn about content developments and pedagogical practices useful for teaching a range of PK-12 students in varying contexts; developing reflective competencies and sets of practices useful for teaching teacher candidates about teaching; effectively balancing teaching commitments with institutional expectations for scholarship and service; and forging useful understandings of identity across the spectrum of teacher educator responsibility and development over time, including taking on managerial or administrative roles. Working in institutions largely devoid of formal support mechanisms, teacher educators are often left on their own to meet these needs and subsequently must create or seek out opportunities for their ongoing growth. This volume explores in greater depth how exactly teacher educators engage in professional learning and development across their career trajectories. University-based teacher educator learning occurs in a range of settings and across the career span. Contributors to this volume describe university-based teacher educator learning spaces focused on their ongoing professional learning. Such spaces include teacher educator communities of practice, critical friendships, self-study learning groups, faculty learning groups, co-mentoring, and institutionally sponsored professional learning spaces.

Author : Sara R. Helfrich
Publisher : IAP
ISBN 13 :
Total Pages : 184 pages
Book Rating : 4.71/5 ( download)

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Download or read book Exemplary Clinical Models of Teacher Education written by Sara R. Helfrich and published by IAP. This book was released on 2023-06-01 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across settings, teacher education programs utilize innovative practices to prepare teacher candidates, yet rarely is this work shared in a way that is accessible to stakeholders. This book presents exemplary models utilized by universities in a variety of settings, with the objective of sharing with readers a sampling of research-based teacher preparation models that are currently in place at accredited universities and colleges across the country, in an effort to help others that are developing or redesigning their programs. Authors of the included chapters focused on the setting in which their college/university is located. Location impacts every aspect of a clinical model of teacher preparation, including the number and proximity of placements that are available for teacher candidates, access to resources, and diversity of experiences. The authors, in describing their clinical model, address how their location impacts their model, sharing information about the resources to which they have access, how they make use of available resources in potentially unique ways, as well as how they overcome a lack of resources to provide a meaningful and diverse experience for their candidates. Readers will be able to use this book to learn more about how similar colleges/universities are embracing their locations and resources to further the learning of their candidates and to implement these ideas within their own programs. All those involved in teacher preparation – state-level policy makers, university and P-12 administrators, and educators who bridge university and school settings to work together to prepare teacher candidates – will benefit from this book. It can serve as a resource for these individuals to help inform them of how universities and colleges across the country are implementing a clinically-based teacher preparation program so that they have a model for creating, implementing, assessing, and maintaining their own program. Additionally, teacher education faculty and staff may utilize it for help with self-studies and accreditation purposes, and as a text to use within courses in principal and/or superintendent preparatory programs.

Author : Pamela Hartman
Publisher : IAP
ISBN 13 :
Total Pages : 156 pages
Book Rating : 4.38/5 ( download)

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Download or read book Cultivating Democratic Literacy Through the Arts written by Pamela Hartman and published by IAP. This book was released on 2024-03-01 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book includes chapters written by English Language Arts (ELA) teacher educators and practicing secondary teachers who examine their classroom experiences through an arts-based habit of mind. Rather than focusing exclusively on artistic approaches to ELA instruction, these chapters collectively frame the teaching of English Language Arts as an art in itself. As such, the arts-informed habits of mind discussed in this book refer more to sets of artistic dispositions than pedagogical methods. In their unique ways, each of these chapters argue that aesthetically charged ways of thinking allow preservice and practicing teachers to develop critical and creative thinking skills and purposely communicate, to recognize that individual beliefs and values are influenced by personal and social factors, and to set goals for their own learning as well as the learning of their future students’ learning.

Author :
Publisher : BRILL
ISBN 13 : 9004505210
Total Pages : 251 pages
Book Rating : 4.16/5 ( download)

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Download or read book Self-Study and Diversity III written by and published by BRILL. This book was released on 2021-11-15 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers.

Author : Katey De Gioia
Publisher : Taylor & Francis
ISBN 13 : 1000892417
Total Pages : 236 pages
Book Rating : 4.13/5 ( download)

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Download or read book Unlocking Practitioner Inquiry written by Katey De Gioia and published by Taylor & Francis. This book was released on 2023-06-22 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Key components of practitioner inquiry provide an effective approach to lasting educational change. By including narratives of practice from across diverse early childhood settings, this book investigates issues that arise during implementation of inquiry-focussed professional learning cycles. It presents practitioner inquiry as a vehicle for empowering educators and educational systems. Research-based, this book brings together theory and practice from authors and internationally recognised commentators to inform and inspire early childhood educators. Chapters are thematically grouped in three focus areas. The first centres on background contextual information to set the scene, the second offers real-life stories based on authors’ experiences and the third provides insight into broader issues of leadership and professional learning. Voices of educators, teachers and leaders are included to provide multiple points of entry for readers with different interests, backgrounds, and levels of expertise. As a resource to support ongoing professional practice in the prior-to-school sector, this book is essential reading for early years educators, teachers and leaders of educational change. It is relevant for those investigating how educators in early childhood centres, executive offices and consultancy positions can use data-based, locally relevant investigations of practice to improve educational outcomes.

Author : Cheryl J. Craig
Publisher : Springer Nature
ISBN 13 : 3030546705
Total Pages : 270 pages
Book Rating : 4.00/5 ( download)

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Download or read book Knowledge Communities in Teacher Education written by Cheryl J. Craig and published by Springer Nature. This book was released on 2020-09-01 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape. In doing so, they illustrate the journey of a school-based, cross-institutional knowledge community and provide the proverbial light at the end of the tunnel for so many novice and newly formed groups seeking sustainability. The book demonstrates through the shared experiences of five teachers/teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career.

Author : Diane Yendol-Hoppey
Publisher : IAP
ISBN 13 : 1641133775
Total Pages : 277 pages
Book Rating : 4.77/5 ( download)

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Download or read book Outcomes of High-Quality Clinical Practice in Teacher Education written by Diane Yendol-Hoppey and published by IAP. This book was released on 2018-07-01 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.