Teaching Core Practices In Teacher Education

Teaching Core Practices in Teacher Education PDF Book Detail:
Author: Pam Grossman
Publisher: Harvard Education Press
ISBN: 1682531899
Size: 70.83 MB
Format: PDF, ePub, Mobi
Category : Education
Languages : en
Pages : 224
View: 2942

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Book Description: 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. Contributors Chandra L. Alston Andrea Bien Janet Carlson Ashley Cartun Katie A. Danielson Elizabeth A. Davis Christopher G. Pupik Dean Brad Fogo Megan Franke Hala Ghousseini Lightning Peter Jay Sarah Schneider Kavanagh Elham Kazemi Megan Kelley-Petersen Matthew Kloser Sarah McGrew Chauncey Monte-Sano Abby Reisman Melissa A. Scheve Kristine M. Schutz Meghan Shaughnessy Andrea Wells

Preparing Science Teachers Through Practice Based Teacher Education

Preparing Science Teachers Through Practice Based Teacher Education PDF Book Detail:
Author: David Stroupe
Publisher: Harvard Education Press
ISBN: 9781682535318
Size: 68.10 MB
Format: PDF, ePub, Mobi
Category : Education
Languages : en
Pages : 328
View: 3650

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Book Description: This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching. With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.

Literacy Content And Core Practices

Literacy Content and Core Practices PDF Book Detail:
Author: Katie A. Danielson
Publisher:
ISBN:
Size: 51.77 MB
Format: PDF, ePub, Docs
Category :
Languages : en
Pages : 174
View: 7349

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Book Description: Abstract Mary Kennedy (1999) introduced the problem of enactment to describe how novice teachers often struggle to put what they have learned in coursework into practice in the field. One approach to this problem is to put practice at the center of teacher education by specifying core practices of teaching around which to structure novices’ learning opportunities. A core practices approach includes addressing the content and the pedagogy in preparing teachers. While research has been conducted on the use of core practices in mathematics, science, history, and secondary English Language Arts, there is currently a gap in the research in elementary literacy. In addition, most research available on elementary literacy methods courses includes information about the content of the courses but little literature is available on the teacher educator pedagogy in those courses. The literacy community has a large body of research on how children read and best practices to teach children to read. However, we don’t have knowledge on the best ways to prepare teachers to do this work. In order to ensure all students are reading we need to better understand how to prepare teachers for this complex work. This dissertation begins to address this gap by investigating an elementary literacy methods course that includes core practices. Importantly, this dissertation introduces a framework for understanding the types of decomposition in teacher education. This framework emerged in the interplay between concepts from sociocultural theory and data analysis. Sociocultural theory directed the attention to the relationship between knowing and doing and extended that concept considering the context in which learning takes place. Using a sociocultural lens to analyze data, patterns emerged within decomposition illustrating nuanced complexities that led to the development of the framework. This dissertation addressed the broad questions: How does an elementary literacy teacher educator learn the work of teaching core practices in a teacher education program? What pedagogical practices does one teacher educator use when preparing teacher candidates to teach reading? How do teacher candidates enact literacy practices when working with children? Does a literacy methods course that includes core practices produce changes in candidate knowledge on reading and the teaching of reading? I answered these questions though a mixed-methods study at State University, a larger research-focused university in California. This study draws on data collected from October 2014 – February 2015 – the first quarter of the program and part of the second. Drawing from interviews of five faculty members, interviews of eight candidates, ten course observations, and six field observations, data was analyzed to understand how the course instructor began using core practices, the relationship between content and core practices in the course, teacher educator pedagogy, and the ways in which candidates enacted practice. When analyzing these data, I looked across sources for triangulation. In this dissertation, I first present findings related to decomposition, a specific pedagogy used by the teacher educator. The study develops a framework of decomposition in teacher education that highlights the different dimensions where complex practice is unpacked into integral parts when preparing teachers. Based on concepts from sociocultural theory, this framework highlights conceptual and practical ideas that are decomposed and how practices of varying grain size are unpacked for candidates. Conceptual ideas are the larger ideas and principles behind literacy instruction and practical tools are those that can be used in the classroom with children when teaching them to read. This framework provided an analytical frame to understand the teacher educator pedagogy of decomposition in the course. A second theme was around enactment, historically viewed as a one shot deal where candidates sink or swim. This study revealed enactment is much more complex. I introduce a continuum of enactment. In order to support candidates in enacting practice, the teacher educator made thoughtful decisions to ensure all candidates had an opportunity to teach children what they were learning in the methods course. The teacher educator did this by including enactment at a lab school within the course. The teacher educator made intentional decisions to provide candidates with supports in this initial enactment. Grounded in sociocultural theory, the enactment continuum begins with highly designed settings on the left end and the traditional sink or swim on the right. My analysis indicates that a core practices approach engages teacher educator pedagogy that can serve as a bridge between knowing and doing in different contexts in a literacy methods course. Teacher educator pedagogy as a bridge supports candidates in understanding how they can put what they have learned in their methods course into action in the field with children. This dissertation makes several contributions to theory and practice. First, it illustrates the importance of teacher educator pedagogy. The framework for decomposition in teacher education and enactment continuum can both be used as a guide by teacher educators and as an analytical tool for researchers. This dissertation highlights how the inclusion of core practices can work towards ameliorating the problem of enactment. While this dissertation advances research on the use of core practices in an elementary literacy methods course, it recognizes that there is much more to learn and understand about high quality literacy teacher education.

Core Teaching Practices For Health Education

Core Teaching Practices for Health Education PDF Book Detail:
Author: Phillip Ward
Publisher: Human Kinetics
ISBN: 1492597813
Size: 22.58 MB
Format: PDF, ePub
Category : Health education
Languages : en
Pages : 160
View: 2429

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Book Description: Core Teaching Practices for Health Education offers preservice and in-service health educators evidence-based strategies they can immediately use in the classroom. It is also ideal for aspiring teachers preparing for assessments such as the edTPA. Improve student learning and teacher satisfaction through this concise and practical guide.

The Oxford Handbook Of Preservice Music Teacher Education In The United States

The Oxford Handbook of Preservice Music Teacher Education in the United States PDF Book Detail:
Author: Colleen Conway
Publisher: Oxford University Press, USA
ISBN: 0190671408
Size: 11.27 MB
Format: PDF, Mobi
Category : Music
Languages : en
Pages : 928
View: 3678

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Book Description: The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for increased cultural engagement in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators activelywork to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music education faculty, researchers, and graduate students to take up that challenge.Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which preservice teachers can advocate for and adapt to changes in contemporary school settings. For example, educators canexpand the types of music groups offered to students, from choir to jazz ensemble. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing musiceducation boundaries.

Jahrbuch F R Allgemeine Didaktik 2020

Jahrbuch f  r Allgemeine Didaktik 2020 PDF Book Detail:
Author: Manuela Keller-Schneider
Publisher: wbv
ISBN: 3763965459
Size: 42.69 MB
Format: PDF
Category : Education
Languages : de
Pages : 162
View: 2769

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Book Description: Aus der Einleitung: Reflexion ist einer der Ausdrücke, ohne die eine zeitgemäße Lehrerinnen- und Lehrerbildung und Lehrerbildungsforschung nicht mehr auszukommen scheinen. Das ist schon seit Jahrzehnten so und ergibt sich bereits aus dem banalen Umstand, dass, wenn man Reflexion synonym mit Denken verwendet, niemand auf die Idee käme, eine unreflektierte oder nicht reflektierende Lehrperson als Ziel der Ausbildung zu propagieren: "There is not a single teacher educator who would say that he or she is not concerned about preparing teachers who are reflective" (Zeichner & Tabachnik, 1991, S. 1). Will man nicht bei einer solchen Verwendung als Alltagsbegriff stehen bleiben, dann muss genauer angegeben werden, welche Art oder Qualität des Denkens als "reflective" gelten soll (und welche nicht) - bevor man in das Programm einer Professionalisierung durch Steigerung von Reflexion einsteigt. Hier wird es schwierig. Herzog (1995, S. 253) bemerkte dazu bereits vor 25 Jahren, "dass unter .Reflexion' zum Teil höchst Verschiedenes verstanden wird". Ähnliches wird auch in der Gegenwart konstatiert, wenn etwa Berndt, Häcker & Leonhardt (2017, S. 11) von "erstaunliche[n] Unschärfen in den Begriffsverwendungen, eine[r] große[n] Diversität der Begründungen und empirischen Zugänge" sprechen. Gibt es also überhaupt einen Erkenntnisfortschritt oder handelt es sich wie bei vielen anderen pädagogischenSchlagwortenumeinen (ironischen) Fall von"Reflexionsabschluß durchWert-begriffe" (Luhmann & Schorr, 1988, S. 235)?

Core Teaching Practices For Health Education

Core Teaching Practices for Health Education PDF Book Detail:
Author: Phillip Ward
Publisher: Human Kinetics
ISBN: 1492597821
Size: 67.42 MB
Format: PDF, ePub, Docs
Category : Education
Languages : en
Pages : 160
View: 829

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Book Description: Core practices—content-specific practices that offer strategies to support student learning—are common in many subject areas but have been curiously missing for health educators . . . until now. Core Teaching Practices for Health Education is a compact and precise book that serves up effective core teaching practices for preservice and practicing health educators as well as for health teacher educators. Teachers can apply the evidence-based practical tips and strategies the minute they step into their classrooms; even veteran instructors will discover new teaching tactics that will be useful. Core Teaching Practices for Health Education offers the following: Twenty-first-century teaching skills that are specific to health education Practices that are highly transferable across the spectrum of health education and applicable across grade levels Fifteen concise and practical chapters, each of which details a core practice in action, explains the practice, gives additional examples of the practice, and provides clear guidance on how to use the practice in health classrooms Great Prep for Teaching Assessments Such as the edTPA The text is a great resource for aspiring teachers as they embark on their student teaching semester and as they prepare for teaching assessments such as the edTPA, increasingly required in many states. They will learn how to design lesson plans, unit plans, and complete health education curricula to effectively teach health concepts and skills; this directly relates to the video portion of the edTPA. In addition, the book’s final two chapters directly relate to the Analyzing Teaching portion of the edTPA Ideal for Preparing Curriculum In addition, Core Teaching Practices for Health Education is ideal for teachers who are charged with creating health curricula for middle and high school programs—and for other teachers who are thrust into the role of health educators with little or no health education background. Book Organization Core Teaching Practices for Health Education is organized into three parts. Part I introduces the idea of core practices and focuses on planning to teach health education (e.g., big ideas, enduring understandings, essential questions, sequencing health content, assessment). Part II explores the pedagogy of health education, including organizational routines and procedures, building a safe and caring environment that is focused on learning, and adapting instruction to meet the needs of students. Part III guides readers through reflective practices on teaching and lesson improvement. Each core practice has its own chapter. Perfect Companion to Two Other Guides This affordable guide is a perfect companion to Essentials of Teaching Health Education, Second Edition, by Sarah Benes and Holly Alperin (Human Kinetics, 2022) and Health Education edTPA Online Preparation Guide by Stacy Furness (Human Kinetics, 2022). For future teachers in states that require the edTPA, these three resources supply everything they need to become successful health educators. Preservice teachers, current teachers, and health teacher educators will find Core Teaching Practices for Health Education to be of lasting value as they use the book’s health-education-specific teaching practices to improve teaching and learning.

International Handbook Of Mathematics Teacher Education Volume 1

International Handbook of Mathematics Teacher Education  Volume 1 PDF Book Detail:
Author:
Publisher: BRILL
ISBN: 9004418873
Size: 26.45 MB
Format: PDF
Category : Education
Languages : en
Pages : 434
View: 3303

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Book Description: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally.

Universit Re Weiterbildungen Im Handlungsfeld Von Deutsch Als Zweitsprache

Universit  re Weiterbildungen im Handlungsfeld von Deutsch als Zweitsprache PDF Book Detail:
Author: Judith Asmacher
Publisher: Waxmann Verlag
ISBN: 383099303X
Size: 15.94 MB
Format: PDF, ePub, Docs
Category : Education
Languages : de
Pages : 356
View: 820

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Book Description: Die Zahl der Menschen, die nach Deutschland migrieren, ist in den vergangenen Jahren deutlich gestiegen, wodurch das Bildungssystem vor große Herausforderungen gestellt wird. Entscheidend ist dabei, den Erwerb bildungssprachlicher Kenntnisse der deutschen Sprache rasch voranzubringen. Auf den hohen Bedarf an entsprechend qualifizierten Lehrkräften hin wurde in Nordrhein-Westfalen daher seit 2016 die Weiterbildungsinitiative Deutsch als Zweitsprache an elf Universitäten eingerichtet. Dieser Band beleuchtet sowohl wissenschaftliche Perspektiven als auch didaktisch-methodische Ansätze dieser Weiterbildungen und ermöglicht dadurch den Transfer didaktischer Überlegungen und Materialien in die Praxis.

Initial Teacher Education At Scale

Initial Teacher Education at Scale PDF Book Detail:
Author: Clare Brooks
Publisher: Routledge
ISBN: 1000371530
Size: 30.50 MB
Format: PDF, ePub, Mobi
Category : Education
Languages : en
Pages : 222
View: 3632

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Book Description: Debates about what constitutes quality in initial teacher education have resulted in a series of quality conundrums that have to be unravelled by teacher educators. Using the lens of scale and adopting a new approach to understanding quality, this book draws upon empirical research into five large-scale, high-quality university-based teacher education providers in Australia, Canada, England, New Zealand and the US. The resulting model of initial teacher education practice shows how ideological concepts and accountability structures around teacher education are in constant tension with operational realities. The book explores how successful large-scale providers have reconciled those tensions and conundrums to ensure their provision is consistently high quality. The accounts also present a robust defence for university-based teacher education. The practice-based accounts of how tensions around quality and scale are being reconciled reveal the competing discourses around teacher professionalism, research and the role of the university in teacher education. The analysis presented promises to change the way we view high-quality teacher education across all providers and international contexts, not just those of large scale. This book will be of great interest to teacher educators, policymakers and educational leaders.