Description
Rethinking Field Experiences in Preservice Teacher Preparation
Meeting New Challenges for Accountability
Author: Hollins Etta R.
Language: English
Subject for Rethinking Field Experiences in Preservice Teacher...:
Keywords
Etta R. Hollins. pre-service teacher preparation. clinical pre-service teacher education. teacher education. teacher educators. teaching diverse students. research-based effective teacher preparation. contextualized teaching practices. traditionally underserved students. designing teacher education programs. field experiences. teacher preparation. clinical rotation. preservice. alternative certification. performance assessment. teacher certification. clinical experience. Preservice Teacher Preparation. National Council On Teacher Quality. Learning Teaching Practice. Clinical Practice. Productive Learning Experiences. Clinical Field Experiences. Teacher Candidates. Professional Development. Clinical Classroom. Community Based Field Experience. UTR Program. UTR. Epistemic Practice. Teacher Candidate Learning. African American High School Students. Mat Program. TQP Grant. Clinical Teacher Education. Teacher Performance Assessment. Learning Segment
Publication date: 03-2015
· 15.2x22.9 cm · Hardback
Publication date: 03-2015
· 15.2x22.9 cm · Paperback
Description
/li>Contents
/li>Biography
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The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes?learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation?Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.
Preface
Chapter 1: Urban Schools as a Context for Learning Teaching
Magaly Lavadenz and Etta R. Hollins
Part I: Learning Teaching through the Approximation and Representation of Practice
Chapter 2: Opportunities and Pitfalls in the Turn toward Clinical Experience in U.S. Teacher Education Kenneth Zeichner and Marisa Bier
Chapter 3: Moving from Recommendations to Action in Preparing Professional Educators
Frances Rust and Renée Tipton Clift
Chapter 4: Clinical prototypes: Nontraditional Teacher Preparation Programs
Michelle Haj-Broussard, Jennifer L. Husbands, Belinda Dunnick Karge, Kimberly Walker McAlister, Majorie McCabe, John A. Omelan, Phyllis Payne, Vickie V. Person, Karen Peterson, and Cyndy Stephens
Part II: Learning Teaching Situated in Context
Chapter 5: Fostering Community-based Field Experiences in Teacher Education
Heidi L. Hallman and Terri L. Rodriguez
Chapter 6: Learning Teaching through Clinical Rotations
Etta R. Hollins
Chapter 7: A Clinical Classroom Process
Antoinette S. Linton and Richard K. Gordon
Chapter 8: Community Immersion Teacher Development: Pragmatic Knowledge of Family and Community in Professional Field-based Practice
Peter C. Murrell, Jr., Jessica Strauss, Rachel Carlson, and Maritza Alcoreza Dominguez
Part III: Assessing and Improving Teacher Preparation
Chapter 9: Teacher Performance Assessment: Readiness for Professional Practice
Jamy Stillman, Gisele Ragusa, Andrea Whittaker
Chapter 10: Building an Agenda and Developing Solutions for Challenges in Clinical Experiences Amy Bacevich, Stephanie L. Dodman, Lena "Libby" Hall and Meredith Ludwig
About the Contributors
Etta R. Hollins is professor and Kauffman Endowed Chair for Urban Teacher Education at the University of Missouri-Kansas City, USA.
