The text focuses upon redefining teacher preparation through learning from experience pertaining to advocacy, equity, leadership, and professionalism for classroom teachers as associated teacher educators in all settings. The chapters highlight Association of Teacher Educators Standards and offer connections to classroom educators at all stages.
The text focuses upon redefining teacher preparation through learning from experience pertaining to advocacy, equity, leadership, and professionalism for classroom teachers as associated teacher educators in all settings. The chapters highlight Association of Teacher Educators Standards and offer connections to classroom educators at all stages.
Caroline M. Crawford is an associate professor of instructional design and learning technologies at the University of Houston-Clear Lake. She focuses her areas of impact upon instructional design, performance improvement, and learning theories within communities of learning, communities of practice and the appropriate and successful integration of technologies into differentiated learning environments of distributed including online and mobile, hybrid and traditional. Sandra L. Hardy is founder and executive director of Hardy Education Resources. Her primary areas of focus include research and development pertaining to leadership and induction of K-12 and higher education educators, administrators, and other educational professionals' development and related programs. Her services are based on the unique needs of the individual teacher as learner in connection to promoting effective communities of practice through dynamic collaborations while identifying and securing the required multilevel resources.
Inhaltsangabe
Foreword, Nancy P. Gallavan Preface Acknowledgements Editor's Note Introduction, Caroline M. Crawford & Sandra L. Hardy Overview and Framework, Caroline M. Crawford & Sandra L. Hardy Chapter One: Classroom Teachers as Associated Teacher Educators: Applying ATE Standards for Teacher Educators, Romena M. Garrett Holbert & Robert Fisher Chapter Two: Context is Everything: Increasing the Relevance of Preservice Teachers' Experiences in Classroom Management Preservice Teaching, Benjamin R. Wellenreiter Chapter Three: Becoming Teacher Educators: Transformational Journeys of Classroom Teachers, Nancy P. Gallavan Chapter Four: Learning from Experience: Insights by Veteran Classroom Teachers on Teacher Preparation, Louise Ammentorp Chapter Five: Classroom Teachers as Associate Teacher Educator Perspectives: Framing Dialogues and Professional Development Contexts amongst Professional Educators, Caroline M. Crawford Afterword, Caroline M. Crawford & Sandra L. Hardy About the Editors About the Contributors
Foreword, Nancy P. Gallavan Preface Acknowledgements Editor's Note Introduction, Caroline M. Crawford & Sandra L. Hardy Overview and Framework, Caroline M. Crawford & Sandra L. Hardy Chapter One: Classroom Teachers as Associated Teacher Educators: Applying ATE Standards for Teacher Educators, Romena M. Garrett Holbert & Robert Fisher Chapter Two: Context is Everything: Increasing the Relevance of Preservice Teachers' Experiences in Classroom Management Preservice Teaching, Benjamin R. Wellenreiter Chapter Three: Becoming Teacher Educators: Transformational Journeys of Classroom Teachers, Nancy P. Gallavan Chapter Four: Learning from Experience: Insights by Veteran Classroom Teachers on Teacher Preparation, Louise Ammentorp Chapter Five: Classroom Teachers as Associate Teacher Educator Perspectives: Framing Dialogues and Professional Development Contexts amongst Professional Educators, Caroline M. Crawford Afterword, Caroline M. Crawford & Sandra L. Hardy About the Editors About the Contributors
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