Rethinking Teacher Preparation Program Design

Häftad, Engelska, 2021

AvEtta R. Hollins,Connor K. Warner

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This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.

Produktinformation

Utgivningsdatum2021-05-31
Mått152 x 229 x 15 mm
Vikt453 g
FormatHäftad
SpråkEngelska
Antal sidor168
FörlagTaylor & Francis Ltd
ISBN9780367713904

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Lärarutbildning inom Psykologi och pedagogik

Policy mandates for program improvement in teacher education abound. However, even highly motivated change initiatives are often absorbed or marginalized by university norms of individualism and autonomy that work against the kind of collective work that is essential to program level coherence and improvement. Hollins and Warner offer the field a comprehensive, empirically-grounded and practical model for how teacher educators might navigate these challenges. The book begins with a well-articulated moral imperative for change, grounded in evidence of inequitable educational opportunities and outcomes for many students, particularly those in historically under-served communities of color. The authors integrate useful theoretical perspectives on teacher learning with very concrete examples and tools for program design, course alignment, and pedagogical collaboration between university and p-12 educators. The book will be an extremely valuable resource for teacher educators undertaking the practical work of program renewal and improvement. Charles (Cap) PeckProfessor of Teacher Education and Special EducationUniversity of WashingtonWhen teacher educators and leaders take on change efforts, they often feel isolated, as if theirs is the only institution experiencing the challenge of change. Historically, there have been very few comprehensive approaches to designing teacher preparation programming. Through this book, Hollins & Connor aim to provide teacher educators with practical tools and processes to build program coherence, continuity, and consistency for the purpose of preparing teachers who meet grade-level and subject matter expectations. Sarah BealExecutive DirectorUS Prep Teacher Preparation Texas Tech University