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Toward a framework of resources for learning to teach = rethinking US teacher preparation /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Toward a framework of resources for learning to teach/ by Lauren Gatti.
Reminder of title:	rethinking US teacher preparation /
Author:	Gatti, Lauren.
Published:	New York :Palgrave Macmillan US : : 2016.,
Description:	xiii, 206 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Teachers - Training of - United States. -
Online resource:	http://dx.doi.org/10.1057/978-1-137-50145-5
ISBN:	9781137501455

Toward a framework of resources for learning to teach = rethinking US teacher preparation /
Gatti, Lauren.

Toward a framework of resources for learning to teachrethinking US teacher preparation /[electronic resource] :by Lauren Gatti. - New York :Palgrave Macmillan US :2016. - xiii, 206 p. :ill., digital ;24 cm.

1. Introduction: Learning to Teach in Troubled Times -- 2. Teacher Education in Deep Focus -- 3. Transformative Teacher Preparation: A Framework of Resources for Learning to Teach -- 4. Relational Resources and the Role of Trust -- 5. Disciplinary Resources and the Role of Aims: Teaching Our Subjects To What End? -- 6. Experiential and Dispositional Resources and the Role of Negotiating Curriculum -- 7. Programmatic Resources and the Role of Programmatic Responsiveness -- 8. Teacher Education Partnerships and the Role of Ideology and Aims -- 9. Conclusion: Teacher Education To What End?

This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach--in any type of program--can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways--a university-based program and an urban teacher residency--learn to teach within a policy context of high-stakes testing and "college readiness."

ISBN: 9781137501455

Standard No.: 10.1057/978-1-137-50145-5doiSubjects--Topical Terms:

568793
Teachers
--Training of--United States.

LC Class. No.: LB1715 / .G38 2016

Dewey Class. No.: 370.711

Toward a framework of resources for learning to teach = rethinking US teacher preparation /
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505 0 $a 1. Introduction: Learning to Teach in Troubled Times -- 2. Teacher Education in Deep Focus -- 3. Transformative Teacher Preparation: A Framework of Resources for Learning to Teach -- 4. Relational Resources and the Role of Trust -- 5. Disciplinary Resources and the Role of Aims: Teaching Our Subjects To What End? -- 6. Experiential and Dispositional Resources and the Role of Negotiating Curriculum -- 7. Programmatic Resources and the Role of Programmatic Responsiveness -- 8. Teacher Education Partnerships and the Role of Ideology and Aims -- 9. Conclusion: Teacher Education To What End?
520 $a This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach--in any type of program--can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways--a university-based program and an urban teacher residency--learn to teach within a policy context of high-stakes testing and "college readiness."
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