Imagining a Renaissance in Teacher Education: Teacher Education Yearbook XVI (After the Empire: The Francophone World & Postcolonial France)
By: Louise F. Deretchin (editor), Cheryl J. Craig (editor)Paperback
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Imagining a Renaissance Teacher in Education encompasses a wide swath of topics ranging from the need to discuss the psychic rewards ofteaching and adding care to the vision of education to the revamping of particular courses and apprising student teachers of their legal rights before placing them in schools. With chapters written by internationally acclaimed teacher educators and with the voices of teachers, children, and principals are threaded throughtout, this book offers principles of teacher education practice that have been gleaned over time from an international meta-analysis.
Cheryl J. Craig, Ph.D., is a professor in the College of Education at the University of Houston and serves as the director of elementary education and coordinator of teacher and teacher Education. Louise Deretchin, Ph.D., is an educational consultant, former director of Higher Education for the Houston A+ Challenge, a fellow in the Association of Teacher Educators Leadership Academy, founding member of the Texas Higher Education Coordinating Board Houston P-16+ Council, and co-founder of Regional Faculty.
Part 1 DIVISION 1: THE ROOTS OF RENAISSANCE Chapter 2 Overview and Framework Chapter 3 1. Schwab's Call for a Renaissance: A Teacher Education Perspective Chapter 4 2. Preparing Urban Educators for the Twenty-First Century: What the Research Suggests Chapter 5 Summary and Implications Part 6 DIVISION 2: SHIFTING PERSPECTIVES AND PRACTICES Chapter 7 Overview and Framework Part 8 3. Daring to Care: Adding Caring to Our Vision of Teacher Education Chapter 9 4. Spiritual Voices of Preservice Teachers Chapter 10 5. Teachers' Thoughts about the Rewards and Joys of Teaching: A Neglected Component in Teacher Education Programs Chapter 11 6. Educating for Inquiry through a Reflective Portfolio Process: What Are the Imperatives for Teachers or Students to Think Well in Contexts? Chapter 12 7. The Wisdom of Fifth Graders: A Voice in the Renaissance Chapter 13 8. Star Tech: The Net Generation! Chapter 14 Summary and Implications Part 15 DIVISION 3: ALTERING CONTENT Chapter 16 Overview and Framework Chapter 17 9. The Reimagination of a Graduate Reading Program: Roles and Responsibilities, Themes, Reflections, and Implications Chapter 18 10. Preservice Teachers' Beliefs about Curriculum Theory: Is It Meaningful and/or Useful? Chapter 19 11. Professionalism vs. Reality: Student Awareness of Legal Rights and Responsibilities Chapter 20 12. Student Teachers' Diversity Rights: The Case Law Chapter 21 Summary and Implications Part 22 DIVISION 4: PROBLEMATIC CONDITIONS Chapter 23 Overview and Framework Chapter 24 13. Preservice Teachers Leading the Way: Improving Field Experiences by Cultivating Candidates' Voice and Agency Chapter 25 14. Fence Sitting: Preservice Teachers' Agreement with Tenets of Economic Responsibilities and Social Justice Chapter 26 15. The Categories that Bind: Connecting Teacher Education to Teaching Practice Chapter 27 16. Encountering Relational Complexity: On "The Arts of the Practical" in Learning to Teach Chapter 28 Summary and Implications Part 29 DIVISION 5: RENAISSANCE IN ACTION Chapter 30 Overview and Framework Chapter 31 17. Calling for a Renaissance of Care Chapter 32 18. Small Steps: Moving Toward a Renaissance in Teacher Education Chapter 33 19. A Renaissance of the Arts in Classrooms: A Collaboration between a College, a Public School, and an Arts Institution Chapter 34 20. Cultivating Parent-Child Collaboration Concerning Mathematical Learning: A Necessary Objective for Teacher Preparation Programs Chapter 35 21. Minimizing Barriers in Teacher Diversity Professional Development Chapter 36 22. Valuing Narrative Authority, Collaboration, and Diversity in Revitalizing a Teacher Education Program Chapter 37 Summary and Implications Part 38 DIVISION 6: LESSONS LEARNED Chapter 39 Overview and Framework Chapter 40 23. Teacher Education that Makes a Difference: Developing Foundational Principles of Practice Chapter 41 24. Questioning What We Know About Teacher Education Chapter 42 Summary and Implications Chapter 43 Afterword
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