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020 _a9789460914034
_q(electronic book)
020 _z9789460914027
_q(print)
024 7 _a10.1007/978-94-6091-403-4
_2DOI
035 _a(OCoLC)754717595
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB1707
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a370.71/1
_223
100 1 _aBullock, Shawn Michael,
_eauthor.
245 1 0 _aInside Teacher Education :
_ba Challenging Prior Views of Teaching and Learning /
_cShawn Michael Bullock.
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2011.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material -- Becoming a Teacher -- The Culture of Schools -- The Development of Teachers’ Professional Knowledge -- Disrupting Initial Assumptions -- Candidates in Crisis -- Creating a Clear Signal against a Noisy Background -- Consolidation and Looking Ahead -- Disrupting the Apprenticeship of Observation -- Research Design and Data Analysis -- References.
520 _aLearning to teach is complex. Teacher candidates begin a preservice program with powerful tacit assumptions about how teachers teach based on lengthy apprenticeships of observation over many years as students. Virtually all teacher education programs provide a mixture of coursework and classroom experience. Much has been written about the theory-into-practice approach in teacher education, an approach that assumes teacher candidates who have been provided with instructions about how to teach will be able to recall and apply them in a school setting. In reality, teacher candidates report considerable difficulty enacting theory in practice, to the point that many question the value of coursework. This book takes an in-depth look at five future teachers in one teacher education program, analyzing and interpreting how they and their teacher educators learn from experience during both coursework and practicum experiences. Many assumptions about the complex challenges of teaching teachers are called into question. Is the role of a teacher educator to synthesize research-based best practices for candidates to take to their field placements? Does the preservice practicum experience challenge or reinforce a lifetime of socialized experiences in schools? Must methods courses always be seen by most teacher candidates as little more than sites for collecting resources? Where and how do candidates construct professional knowledge of teaching? The data illustrate clearly that methods courses can be sites for powerful learning that challenges tacit assumptions about how and why we teach.
588 _aDescription based on print version record.
650 0 _aTeachers
_xTraining of.
650 0 _aSciences sociales.
776 0 8 _iPrint version:
_tInside Teacher Education: Challenging Prior Views of Teaching and Learning,
_dLeiden Boston : Brill | Sense, 2011
_w9789460914027
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6091-403-4
999 _c33510
_d33510