Teaching Core Practices in Teacher Education PDF Download

Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teaching Core Practices in Teacher Education PDF full book. Access full book title Teaching Core Practices in Teacher Education by Pam Grossman. Download full books in PDF and EPUB format.

Teaching Core Practices in Teacher Education

Author: Pam Grossman
Publisher: Core Practices in Education
ISBN: 9781682531884
Category : Education
Languages : en
Pages : 224

GET EBOOK »

Book Description

In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies "core practices" of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. Contributors Chandra L. Alston Andrea Bien Janet Carlson Ashley Cartun Katie A. Danielson Elizabeth A. Davis Christopher G. Pupik Dean Brad Fogo Megan Franke Hala Ghousseini Lightning Peter Jay Sarah Schneider Kavanagh Elham Kazemi Megan Kelley-Petersen Matthew Kloser Sarah McGrew Chauncey Monte-Sano Abby Reisman Melissa A. Scheve Kristine M. Schutz Meghan Shaughnessy Andrea Wells

Teaching Core Practices in Teacher Education

Author: Pam Grossman
Publisher: Core Practices in Education
ISBN: 9781682531884
Category : Education
Languages : en
Pages : 224

View »

Book Description
In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies "core practices" of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. Contributors Chandra L. Alston Andrea Bien Janet Carlson Ashley Cartun Katie A. Danielson Elizabeth A. Davis Christopher G. Pupik Dean Brad Fogo Megan Franke Hala Ghousseini Lightning Peter Jay Sarah Schneider Kavanagh Elham Kazemi Megan Kelley-Petersen Matthew Kloser Sarah McGrew Chauncey Monte-Sano Abby Reisman Melissa A. Scheve Kristine M. Schutz Meghan Shaughnessy Andrea Wells

Teaching Core Practices in Teacher Education

Author: Pam Grossman
Publisher: Harvard Education Press
ISBN: 1682531899
Category : Education
Languages : en
Pages : 224

View »

Book Description
In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. Contributors Chandra L. Alston Andrea Bien Janet Carlson Ashley Cartun Katie A. Danielson Elizabeth A. Davis Christopher G. Pupik Dean Brad Fogo Megan Franke Hala Ghousseini Lightning Peter Jay Sarah Schneider Kavanagh Elham Kazemi Megan Kelley-Petersen Matthew Kloser Sarah McGrew Chauncey Monte-Sano Abby Reisman Melissa A. Scheve Kristine M. Schutz Meghan Shaughnessy Andrea Wells

Core Teaching Practices for Health Education

Author: Phillip Ward
Publisher: Human Kinetics
ISBN: 1492597821
Category : Education
Languages : en
Pages : 160

View »

Book Description
Core practices—content-specific practices that offer strategies to support student learning—are common in many subject areas but have been curiously missing for health educators . . . until now. Core Teaching Practices for Health Education is a compact and precise book that serves up effective core teaching practices for preservice and practicing health educators as well as for health teacher educators. Teachers can apply the evidence-based practical tips and strategies the minute they step into their classrooms; even veteran instructors will discover new teaching tactics that will be useful. Core Teaching Practices for Health Education offers the following: Twenty-first-century teaching skills that are specific to health education Practices that are highly transferable across the spectrum of health education and applicable across grade levels Fifteen concise and practical chapters, each of which details a core practice in action, explains the practice, gives additional examples of the practice, and provides clear guidance on how to use the practice in health classrooms Great Prep for Teaching Assessments Such as the edTPA The text is a great resource for aspiring teachers as they embark on their student teaching semester and as they prepare for teaching assessments such as the edTPA, increasingly required in many states. They will learn how to design lesson plans, unit plans, and complete health education curricula to effectively teach health concepts and skills; this directly relates to the video portion of the edTPA. In addition, the book’s final two chapters directly relate to the Analyzing Teaching portion of the edTPA Ideal for Preparing Curriculum In addition, Core Teaching Practices for Health Education is ideal for teachers who are charged with creating health curricula for middle and high school programs—and for other teachers who are thrust into the role of health educators with little or no health education background. Book Organization Core Teaching Practices for Health Education is organized into three parts. Part I introduces the idea of core practices and focuses on planning to teach health education (e.g., big ideas, enduring understandings, essential questions, sequencing health content, assessment). Part II explores the pedagogy of health education, including organizational routines and procedures, building a safe and caring environment that is focused on learning, and adapting instruction to meet the needs of students. Part III guides readers through reflective practices on teaching and lesson improvement. Each core practice has its own chapter. Perfect Companion to Two Other Guides This affordable guide is a perfect companion to Essentials of Teaching Health Education, Second Edition, by Sarah Benes and Holly Alperin (Human Kinetics, 2022) and Health Education edTPA Online Preparation Guide by Stacy Furness (Human Kinetics, 2022). For future teachers in states that require the edTPA, these three resources supply everything they need to become successful health educators. Preservice teachers, current teachers, and health teacher educators will find Core Teaching Practices for Health Education to be of lasting value as they use the book’s health-education-specific teaching practices to improve teaching and learning.

Visions for Intercultural Music Teacher Education

Author: Heidi Westerlund
Publisher: Springer Nature
ISBN: 3030210294
Category : Education
Languages : en
Pages : 219

View »

Book Description
This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.

The Oxford Handbook of Preservice Music Teacher Education in the United States

Author: Colleen Conway
Publisher: Oxford University Press, USA
ISBN: 0190671408
Category : Music
Languages : en
Pages : 928

View »

Book Description
The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for increased cultural engagement in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators activelywork to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music education faculty, researchers, and graduate students to take up that challenge.Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which preservice teachers can advocate for and adapt to changes in contemporary school settings. For example, educators canexpand the types of music groups offered to students, from choir to jazz ensemble. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing musiceducation boundaries.

Initial Teacher Education at Scale

Author: Clare Brooks
Publisher: Routledge
ISBN: 1000371530
Category : Education
Languages : en
Pages : 222

View »

Book Description
Debates about what constitutes quality in initial teacher education have resulted in a series of quality conundrums that have to be unravelled by teacher educators. Using the lens of scale and adopting a new approach to understanding quality, this book draws upon empirical research into five large-scale, high-quality university-based teacher education providers in Australia, Canada, England, New Zealand and the US. The resulting model of initial teacher education practice shows how ideological concepts and accountability structures around teacher education are in constant tension with operational realities. The book explores how successful large-scale providers have reconciled those tensions and conundrums to ensure their provision is consistently high quality. The accounts also present a robust defence for university-based teacher education. The practice-based accounts of how tensions around quality and scale are being reconciled reveal the competing discourses around teacher professionalism, research and the role of the university in teacher education. The analysis presented promises to change the way we view high-quality teacher education across all providers and international contexts, not just those of large scale. This book will be of great interest to teacher educators, policymakers and educational leaders.

Literacy Content and Core Practices

Author: Katie A. Danielson
Publisher:
ISBN:
Category :
Languages : en
Pages : 174

View »

Book Description
Abstract Mary Kennedy (1999) introduced the problem of enactment to describe how novice teachers often struggle to put what they have learned in coursework into practice in the field. One approach to this problem is to put practice at the center of teacher education by specifying core practices of teaching around which to structure novices’ learning opportunities. A core practices approach includes addressing the content and the pedagogy in preparing teachers. While research has been conducted on the use of core practices in mathematics, science, history, and secondary English Language Arts, there is currently a gap in the research in elementary literacy. In addition, most research available on elementary literacy methods courses includes information about the content of the courses but little literature is available on the teacher educator pedagogy in those courses. The literacy community has a large body of research on how children read and best practices to teach children to read. However, we don’t have knowledge on the best ways to prepare teachers to do this work. In order to ensure all students are reading we need to better understand how to prepare teachers for this complex work. This dissertation begins to address this gap by investigating an elementary literacy methods course that includes core practices. Importantly, this dissertation introduces a framework for understanding the types of decomposition in teacher education. This framework emerged in the interplay between concepts from sociocultural theory and data analysis. Sociocultural theory directed the attention to the relationship between knowing and doing and extended that concept considering the context in which learning takes place. Using a sociocultural lens to analyze data, patterns emerged within decomposition illustrating nuanced complexities that led to the development of the framework. This dissertation addressed the broad questions: How does an elementary literacy teacher educator learn the work of teaching core practices in a teacher education program? What pedagogical practices does one teacher educator use when preparing teacher candidates to teach reading? How do teacher candidates enact literacy practices when working with children? Does a literacy methods course that includes core practices produce changes in candidate knowledge on reading and the teaching of reading? I answered these questions though a mixed-methods study at State University, a larger research-focused university in California. This study draws on data collected from October 2014 – February 2015 – the first quarter of the program and part of the second. Drawing from interviews of five faculty members, interviews of eight candidates, ten course observations, and six field observations, data was analyzed to understand how the course instructor began using core practices, the relationship between content and core practices in the course, teacher educator pedagogy, and the ways in which candidates enacted practice. When analyzing these data, I looked across sources for triangulation. In this dissertation, I first present findings related to decomposition, a specific pedagogy used by the teacher educator. The study develops a framework of decomposition in teacher education that highlights the different dimensions where complex practice is unpacked into integral parts when preparing teachers. Based on concepts from sociocultural theory, this framework highlights conceptual and practical ideas that are decomposed and how practices of varying grain size are unpacked for candidates. Conceptual ideas are the larger ideas and principles behind literacy instruction and practical tools are those that can be used in the classroom with children when teaching them to read. This framework provided an analytical frame to understand the teacher educator pedagogy of decomposition in the course. A second theme was around enactment, historically viewed as a one shot deal where candidates sink or swim. This study revealed enactment is much more complex. I introduce a continuum of enactment. In order to support candidates in enacting practice, the teacher educator made thoughtful decisions to ensure all candidates had an opportunity to teach children what they were learning in the methods course. The teacher educator did this by including enactment at a lab school within the course. The teacher educator made intentional decisions to provide candidates with supports in this initial enactment. Grounded in sociocultural theory, the enactment continuum begins with highly designed settings on the left end and the traditional sink or swim on the right. My analysis indicates that a core practices approach engages teacher educator pedagogy that can serve as a bridge between knowing and doing in different contexts in a literacy methods course. Teacher educator pedagogy as a bridge supports candidates in understanding how they can put what they have learned in their methods course into action in the field with children. This dissertation makes several contributions to theory and practice. First, it illustrates the importance of teacher educator pedagogy. The framework for decomposition in teacher education and enactment continuum can both be used as a guide by teacher educators and as an analytical tool for researchers. This dissertation highlights how the inclusion of core practices can work towards ameliorating the problem of enactment. While this dissertation advances research on the use of core practices in an elementary literacy methods course, it recognizes that there is much more to learn and understand about high quality literacy teacher education.

Getting the Teachers We Need

Author: Sharon Feiman-Nemser
Publisher: Rowman & Littlefield
ISBN: 1475829647
Category : Education
Languages : en
Pages : 162

View »

Book Description
Teacher education faces challenges that are immediate and demanding. Adapting teacher education to the changing needs of educational systems is an imperative. This book offers engaging, thoughtful, and sometimes provocative ways of engaging in the debate around what is and can be in teacher education. This book responds to such things as the economic limitations associated with “fast track” routes to teacher certification, while also considering challenges such as the introduction of technology, teaching core instructional practices, as well as the place and nature of teacher education in preparing teachers for an ever-changing world.

Supporting Teachers: Improving Instruction

Author: Tomá? Janík
Publisher: Waxmann Verlag
ISBN: 3830990294
Category : Education
Languages : en
Pages : 186

View »

Book Description
In the last decades, progress in the field of pre-service and in-service teacher education has been evident. Despite the developments of curriculum programs, models and designs, various challenges are shaping the field. Models of teacher education are usually presented as 'research-based', but related research is often invisible or fragmented. The 'support for teachers' and the 'improvement of instruction' are only loosely coupled and their interdependence is not highlighted. These challenges were the impetus to initiate this publication. Individual approaches, models or designs of pre-service and in-service teacher education developed by the authors (action research, video clubs, lesson studies, and others) are introduced and their impact and shortcomings for further development are specified. In the concluding chapter, a reflective discussion across individual approaches to reveal particular issues that are shaping the field is provided. Practitioners as well as researchers in the field of teacher education can benefit from this book.

Toward a Framework of Resources for Learning to Teach

Author: Lauren Gatti
Publisher: Springer
ISBN: 1137501456
Category : Education
Languages : en
Pages : 206

View »

Book Description
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.”