Literaturnachweis - Detailanzeige
| Sonst. Personen | Grossman, Pam (Hrsg.) |
|---|---|
| Titel | Teaching Core Practices in Teacher Education |
| Quelle | (2018), (224 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-68253-188-4 |
| Schlagwörter | Teacher Education; Beginning Teachers; Educational Practices; Evidence Based Practice; Classroom Communication; Thinking Skills; Classroom Techniques; Teaching Skills; Skill Development; Preservice Teachers; Teaching Methods; Vignettes; Teacher Education Curriculum |
| Abstract | In "Teaching Core Practices in Teacher Education," Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies "core practices" of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. "Teaching Core Practices in Teacher Education" outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. This book is organized into the following chapters: (1) The Turn Towards Practice-Based Teacher Education: Introduction to the Work of the Core Practice Consortium (Pam Grossman, Sarah Schneider Kavanagh, and Christopher G. Pupik Dean); (2) Use of Representations in Teacher Education (Katie A. Danielson, Meghan Shaughnessy, and Lightning Peter Jay); (3) Modeling as an Example of Representation (Sarah McGrew, Chandra L. Alston, and Brad Fogo); (4) Approximations of Practice in Teacher Education (Kristine M. Schutz, Pam Grossman, and Meghan Shaughnessy); (5) Rehearsals as Examples of Approximation (Megan Kelley-Petersen, Elizabeth A. Davis, Hala Ghousseini, Matthew Kloser, and Chauncey Monte-Sano); (6) Core Practices and the Teacher Education Curriculum: Stories of Practice (Ashley Cartun, Kristine M. Schutz, Megan Kelley-Petersen, and Megan Franke); (7) Taking Core Practices to the Field (Andrea Bien, Janet Carlson, Elham Kazemi, Abby Reisman, Melissa A. Scheve, and Andrea Wells); and (8) Coda: Learning Together (Katie A. Danielson, Sarah Schneider Kavanagh, and Elham Kazemi). An appendix, notes, acknowledgments, sections about the editor and contributors, and an index are included. (ERIC). |
| Anmerkungen | Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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