Toward a Framework of Resources for Learning to Teach: Rethinking US Teacher Preparation - Rilegato

Gatti, Lauren

Rilegato

ISBN 10: 1137501448 ISBN 13: 9781137501448

Casa editrice: Palgrave Macmillan, 2016

Riassunto

This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach―in any type of program―can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways―a university-based program and an urban teacher residency―learn to teach within a policy context of high-stakes testing and “college readiness.” 

Su questo libro

Informazioni sull?autore

Lauren Gatti is Assistant Professor in Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, USA. She earned her PhD in Curriculum and Instruction from the University of Wisconsin, Madison, USA. In 2013, she was awarded Outstanding Dissertation of the Year in Division K (Teaching and Teacher Education) of the American Educational Research Association.

Dalla quarta di copertina

This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach―in any type of program―can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways―a university-based program and an urban teacher residency―learn to teach within a policy context of high-stakes testing and “college readiness.” 

Dettagli dell'edizione

• Editore: Palgrave Macmillan
• Data di pubblicazione: 2016
• Lingua: Inglese
• ISBN 10: 1137501448
• ISBN 13: 9781137501448
• Rilegatura: Copertina rigida
• Numero edizione: 1
• Numero di pagine: 220
• Contatto del produttore: non disponibile
• Persona responsabile: Koch-Chemie GmbH; https://www.koch-chemie.com ; ; Einsteinstr. 42; Unna; 59423; Germania