- Rethinking Teacher Education Programs
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McLaughlin and Ida Oberman. New York: Teachers College Press, Brooks, Martin G. Cochran-Smith, Marilyn, and Susan Lytle. Cohn, David K. McLaughlin, and Joan E. Teaching for Understanding: Challenges for Policy and Practice. San Francisco: Jossey-Bass, Dalton, Stephanie, and Ellen Moir. Darling-Hammond, Linda. Darling-Hammond, Linda, and Jacqueline Ancess. Authentic Assessment and School Development.
Darling-Hammond, Linda, with Eileen Sclan. Carl D. Alexandria, Va. Falk, Beverly.
Rethinking Teacher Education Programs
Feistritzer, C. Fullan, Michael. The New Meaning of Educational Change. Grossman, Pamela L. Heath, Shirley B.
Jamentz, Kate. Lieberman, Ann, ed. The Work of Restructuring Schools. Lieberman, Ann. Lieberman, Ann, and Milbrey W. Lieberman, Ann, and Lynne Miller.
Madaus, George. McLaughlin, Milbrey W.
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What Does Professional Digital Competence Mean in Teacher Education?
Burton R. Clark: Berkeley, Calif. Szabo, Margaret. Talbert, Joan E.
Task Force on Teaching as a Profession. A Nation Prepared: Teachers for the 21st Century. Tatel, Edith S. Tellez, Kip, and Myrna D. Department of Labor. Department of Labor, Download pdf. Originally published in the June Phi Delta Kappan 76 8 , All rights reserved. Shifts in reform influence how and what teachers learn.
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Debunking the myth of the teacher performance plateau. Tensions in teacher choice and professional development. How districts are managed. Solidarity with solidity: The case for collaborative professionalism. Phyllis L. Joshua P. Unlearning NCLB. Alexander Russo. Julie Underwood. The education legacy of Justice John Paul Stevens. Maria Ferguson. Preparing effective principal supervisors.
Sukma: Jurnal Pendidikan
Rebecca Thessin, and Karen Seashore Louis. Stay up to date on the latest news, research and commentary from Kappan. It must engage teachers in concrete tasks of teaching, assessment, observation, and reflection that illuminate the processes of learning and development. It must be grounded in inquiry, reflection, and experimentation that are participant-driven. It must be sustained, ongoing, intensive, and supported by modeling, coaching, and the collective solving of specific problems of practice.
It must be connected to other aspects of school change.
New Forms for Teacher Preparation A growing number of teacher education programs are inventing new structures for preservice teacher education that bring together all of the learning strands described above into new institutional arrangements called the Professional Development School PDS Lieberman and Miller ; Darling-Hammond ; Sykes New Institutional Arrangements for Professional Development To create new structures for individual and organizational learning, the usual notions of inservice training or dissemination must be replaced by possibilities for knowledge sharing anchored in problems of practice.
New Structures and Opportunities Outside School A powerful form of teacher learning comes from belonging to professional communities that extend beyond classrooms and school buildings Talbert and McLaughlin ; Lieberman Teacher-to-teacher and school-to-school networks. Such networks demonstrate that help helps. They are powerful learning tools because they engage people in collective work on authentic problems that emerge out of their own efforts, allowing them to get beyond the dynamic of their own schools and classrooms and to come face to face with other people and other possibilities Lieberman and McLaughlin Partnerships with neighborhood-based youth organizations.
Teacher involvement in district, regional, or national activities. Syntax Advanced Search. About us. Editorial team. Anne Edwards. Routledgefalmer In an era of political, economic and epistemological uncertainty, this book provides an accessible, critical and thorough analysis of the difficulties that beset teacher education.
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The authors draw on philosophical, psychological and sociological perspectives and illustrate their points with a detailed mix of international examples. Philosophy of Education in Philosophy of Social Science.
Edit this record. Mark as duplicate. Find it on Scholar. Request removal from index. In a climate that valued silence, antiquated skills, and high-stakes testing, we engaged in peer-connected learning that highlighted 21st century skills and made an impact on our community. Texas teacher Janelle Bence was looking for new ways to engage and challenge her students, the majority of whom are English language learners from low-income families. After attending a session on gaming at a National Writing Project Annual Meeting, Bence was inspired to incorporate gaming into her classroom.
Bence started by reading a book about using video games to teach literacy. As she read, she shared her ideas and questions on her blog and talked to other educators, game designers, and systems thinkers. Through these collaborations, she decided that by creating games, her students would be required to become informed experts in the content of the game as well as to become powerful storytellers.