Learning to Teach
Curricular and Pedagogical Considerations for Teacher Preparation
Herausgeber: Jenlink, Patrick M.
Learning to Teach
Curricular and Pedagogical Considerations for Teacher Preparation
Herausgeber: Jenlink, Patrick M.
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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.
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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.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 226
- Erscheinungstermin: 14. August 2021
- Englisch
- Abmessung: 229mm x 152mm x 13mm
- Gewicht: 374g
- ISBN-13: 9781475860207
- ISBN-10: 147586020X
- Artikelnr.: 61444823
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 226
- Erscheinungstermin: 14. August 2021
- Englisch
- Abmessung: 229mm x 152mm x 13mm
- Gewicht: 374g
- ISBN-13: 9781475860207
- ISBN-10: 147586020X
- Artikelnr.: 61444823
Edited by Patrick M. Jenlink
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 Barcus
Chapter 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
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 Barcus
Chapter 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 Barcus
Chapter 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
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 Barcus
Chapter 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