Description
Learning to Teach (2nd Ed.)
A Critical Approach to Field Experiences
Authors: Adams Natalie G., Shea Christine Mary, Liston Delores D., Deever Bryan
Language: EnglishKeywords
Reflective Narrative; Related Readings; reflective; Host School; narrative; Teachers College Press; related; NCLB Act; readings; Preservice Teachers; teachers; Ell Child; college; Field Experience; press; Ell Student; host; Extracurricular School Activities; school; Highly Qualified Teachers; preservice; Affect Teacher Student Relationships; Warm Demanding; NCLB Legislation; ESOL Teacher; English Language Learners; National Committee; Migrant Students; Independent School; NCLB; Term Parental Involvement; ESOL; Teacher Student Verbal Interaction; Teacher Education Programs; Sick Building Syndrome
Approximative price 50.12 €
Subject to availability at the publisher.
Add to cart the print on demand of Adams Natalie G., Shea Christine Mary, Liston Delores D., Deever BryanPublication date: 01-2006
Support: Print on demand
Approximative price 160.25 €
In Print (Delivery period: 14 days).
Add to cart the book of Adams Natalie G., Shea Christine Mary, Liston Delores D., Deever BryanPublication date: 01-2016
· 21x28 cm · Hardback
Description
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This text is designed to assist preservice and inservice teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment. It engages readers in a series of classroom and school-based activities, observations, and exercises that can be used in any teacher education course with a field component. Different from other field experience guides, this text aims to disrupt traditional conceptions of teacher education and field experiences--by emphasizing the problematic nature and dynamics of public schooling, and encouraging readers to seek a greater awareness of their own attitudes toward and connections with these educational processes.Learning to Teach: A Critical Approach to the Field Experience, Second Edition:
*dramatically reconceptualizes the field experience by asking preservice and inservice teachers to be active and critical researchers of classroom practices and processes;
*provides a coherent framework for analyzing both structural and cultural aspects of schooling;
*provides specific exercises to help preservice and inservice teachers evaluate and understand the intersections of race, class, gender, and culture in "real life" school settings; and
*grounds the observations of everyday school life within critical, feminist, and poststructuralist discourses.
New in the Second Edition: A new section,"No Child Left Untested," has been added to help preservice teachers explore the implications of a very changed post-September 11world in which xenophobia, violence, patriotism, citizenship, and democracy have taken on new meanings. The introduction to the book as a whole, the section introductions, the retained activities in existing sections, and the references have been throughly updated.
Contents: Preface. Introduction. Preobservational Activites: The Exploration of Self. Regulating the "Schooled" Body. Pedagogy and School Cultures: Issues of Race, Class, and Gender. The School as an Ecosystem. No Child Left Untested. After the Field Experience: Now What?