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.
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.
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
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
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