Learning to Teach
Curricular and Pedagogical Considerations for Teacher Preparation
1st Edition
Published on 14. August 2021
224 pages
979-8-7651-7486-9 (ISBN)
Description
Learning to Teach: Curricular and Pedagogical Considerations for Teacher Preparation introduces the reader to a collection of thoughtful research-based works by the authors. The chapters reflect the personal and professional experiences, based on field-research, of the contributing authors. The research study presented in each chapter offers different perspectives and approaches to 'learning to teach'. Bridging theory and research in pre-service teacher preparation programs are examined. Each study reflects the findings on how the components and experiences of teacher preparation are addressed in diverse contexts and disciplines as well as the prevalent challenges for pre-service teacher preparation. Chapter One opens the book with a focus on learning to teach and the importance of symmetry in preparation and practice. Chapters Two - Ten present field-based research that examines the important complexities of 'learning to teach' in pre-service teacher preparation, acknowledging that across different disciplines the 'learning to teach' experiences vary based on the role and responsibilities that teachers have upon entering the classroom to teach.
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Patrick M. Jenlink
Learning to Teach
Curricular and Pedagogical Considerations for Teacher Preparation
Book
08/2021
Rowman & Littlefield Publishers
€60.70
Shipment within 10-20 days
Person
Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.
Content
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 BarcusChapter 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 BarcusChapter 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
