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Toward a framework of resources for ...

Gatti, Lauren.

Toward a framework of resources for learning to teachrethinking US teacher preparation /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward a framework of resources for learning to teachby Lauren Gatti.
其他題名:	rethinking US teacher preparation /
作者:	Gatti, Lauren.
出版者:	New York :Palgrave Macmillan US :2016.
面頁冊數:	xiii, 206 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	TeachersTraining ofUnited States.
電子資源:	http://dx.doi.org/10.1057/978-1-137-50145-5
ISBN:	9781137501455$q(electronic bk.)

Toward a framework of resources for learning to teachrethinking US teacher preparation /
Gatti, Lauren.

Toward a framework of resources for learning to teachrethinking US teacher preparation /[electronic resource] :by Lauren Gatti. - New York :Palgrave Macmillan US :2016. - xiii, 206 p. :ill., digital ;24 cm.

1. Introduction: Learning to Teach in Troubled Times -- 2. Teacher Education in Deep Focus -- 3. Transformative Teacher Preparation: A Framework of Resources for Learning to Teach -- 4. Relational Resources and the Role of Trust -- 5. Disciplinary Resources and the Role of Aims: Teaching Our Subjects To What End? -- 6. Experiential and Dispositional Resources and the Role of Negotiating Curriculum -- 7. Programmatic Resources and the Role of Programmatic Responsiveness -- 8. Teacher Education Partnerships and the Role of Ideology and Aims -- 9. Conclusion: Teacher Education To What End?

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."

ISBN: 9781137501455$q(electronic bk.)

Standard No.: 10.1057/978-1-137-50145-5doiSubjects--Topical Terms:

296507
Teachers
--Training of--United States.

LC Class. No.: LB1715 / .G38 2016

Dewey Class. No.: 370.711

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505 0 $a 1. Introduction: Learning to Teach in Troubled Times -- 2. Teacher Education in Deep Focus -- 3. Transformative Teacher Preparation: A Framework of Resources for Learning to Teach -- 4. Relational Resources and the Role of Trust -- 5. Disciplinary Resources and the Role of Aims: Teaching Our Subjects To What End? -- 6. Experiential and Dispositional Resources and the Role of Negotiating Curriculum -- 7. Programmatic Resources and the Role of Programmatic Responsiveness -- 8. Teacher Education Partnerships and the Role of Ideology and Aims -- 9. Conclusion: Teacher Education To What End?
520 $a 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."
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