Breaking the Mold of Preservice and Inservice Teacher Education
Innovative and Successful Practices for the Twenty-first Century
Contributions by Liz Barber, Harriet J. Bessette, Tasha Bleistein, Lace Marie Brogden, Valerie B. Brown-Schild, Julie Causton-Theoharis, Lorenzo Cherubini, Ethel Chikapa, Anne Chodakowski, Charles R. Coble, Soria E. Colomer, James Cope, Joseph Corriero, Jacqueline Darvin, Kieran Egan, Andrew Ferdinandi, Doug Fisher, Mary Ellen Freeley, Thomas R. Guskey, Thomas Hamilton, Victoria Hasko, Lisa B. Hibler, Yi-Ping Huang, Patricia A. Jennings, Beauty Kafuna, Lucy Kapenuka, Laura R. Kates, Tod Kenney, Dawn Kirby, Diane Lapp, Corey S. Mackenzie, Ian Matheson, Mairi McAra, Morva McDonald, Sheryl L. McGlamery, Catherine McTamaney, Brian Mosleley, Liveness Mwanza, Ausman Ngwali, Jana Noel, Amy Palmeri, Nita A. Paris, Susan K. Parry, Paul Pedota, BethA Peery, Patricia A. Poulin, Traci Redish, Lynn Romeo, Tao Rui, Twyla Salm, Mirriam Sherriff, Saundra L. Shillingstad, Elizabeth A. Skinner, Peter Smagorinsky, Geoffrey B. Soloway, Cherry O. Steffen, George Theoharis, Sharon Walpole, Mark Warner, ThomasDeVere Wolsey, James D. Worsley, Miguel Zavala, Ken Zeichner, Chifundo Ziyaya Edited by Audrey Cohan, Andrea Honigsfeld
Publication date:
16 February 2011Length of book:
314 pagesPublisher
R&L EducationDimensions:
247x168mm7x10"
ISBN-13: 9781607095514
This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education.
Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training.
Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students.
Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning.
Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world.
Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training.
Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students.
Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning.
Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world.
Breaking the Mold of Preservice and Inservice Teacher Education addresses enduring issues of teachers' professional learning. Teachers' learning is intimately connected with the learning of their students and how to prepare and support teachers in their work in increasingly diverse and challenging classrooms is of fundamental importance. It has never been more so when accountability mechanisms can constrain teacher creativity. This volume explores questions about the relationship of theory and practice and is concerned about the purposes of education as well as the best ways to help teachers think about and practice their teaching. These are global issues and it is heartening to see contributions from around the world from a range of perspectives.