Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning

Autor/inn/en	Lampert, Magdalene; Graziani, Filippo
Titel	Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
Quelle	In: Elementary School Journal, 109 (2009) 5, S.491-509 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/596998
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Second Language Instruction; Italian; Instructional Design; Instructional Development; Knowledge Base for Teaching; Learning Activities; Educational Strategies; Competency Based Teacher Education; Training Methods; Instructional Systems + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Fremdsprachenunterricht; Italienisch; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lernaktivität; Lehrstrategie; Didaktik; Trainingsmaßnahme; Unterrichtsorganisation
Abstract	To understand how teacher education might build the knowledge it needs, the editors of this issue investigate how organizations outside of education create and maintain "self-improving" systems that enable them to learn how to get better at what they do. To learn about knowledge building in teacher education, the research reported here also looks outside--outside of mathematics teacher education and outside the structure of professional preparation for teaching as it occurs in universities and colleges. This article explores features of a system of collective knowledge building in and for teaching and teacher education that are in place in an international, school-based program for teachers of Italian as a foreign language. We use our study of this unusual teacher education program to investigate how a carefully chosen set of instructional activities, built out of the essential social and intellectual routines of ambitious teaching, can make it possible for novices to teach ambitiously and for teacher educators to build knowledge. (Contains 2 figures and 4 notes.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10