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A Case for Change in Teacher Preparation
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kr 45

Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools?

These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts.

Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.

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Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools?

These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts.

Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.

Produktdetaljer
Sprog: Engelsk
Sider: 258
ISBN-13: 9780367410438
Indbinding: Paperback
Udgave:
ISBN-10: 0367410435
Udg. Dato: 20 aug 2021
Længde: 20mm
Bredde: 152mm
Højde: 228mm
Oplagsdato: 20 aug 2021
Forfatter(e) Julie Gorlewski, Elisabeth Etopio, Corrie Stone-Johnson, Amanda Winkelsas, Tiffany Karalis Noel, Ling Zhai, David Gorlewski, Suzanne N. Rosenblith, Amanda Seccia, Bobbie Finocchio


Kategori Etiske og sociale formål med uddannelse


Sprog Engelsk


Indbinding Paperback


Sider 258


Udgave


Længde 20mm


Bredde 152mm


Højde 228mm


Udg. Dato 20 aug 2021


Oplagsdato 20 aug 2021

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