Описание: “I just cannot write” or “I am not a good writer” are familiar complaints from students in academia. Many of them claim they cannot express themselves clearly in written text, and their lack of this skill impedes them in their academic career. In this book, Nancy A. Wasser argues that teachers can help solve this when they start viewing writing not as secondary to reading, but as the equally important side of the same coin. Those who cannot read, will not be able to write.
Wasser explains how teaching and regular practicing of writing skills from an early age onwards helps children grow into students who are self-aware of their voices. By employing narrative as a process of learning to write and a way to read, teachers can teach children the art of writing, while also making children more aware of their own constructions of narrative. Combining the focus on individual and group expression in writing lessons, students can trace and reflect on their own life transformations through their writing process.
Good writers are not born that way, but made through effort and practice. Changes in curriculum may not only lead to better-expressed citizens, but also to more balance between teacher and children voices.
Описание: This book presents a participatory action research study exploring the social identity and academic literacies of bilingual preservice teachers. It describes the transformative experiences of undergraduate students during their participation in a program specially designed to develop bilingual teachers in Hawaii, USA. Further, it discusses how the curriculum and instruction in the classroom provide a ‘third space’ for facilitating peer interaction and critical reflection on such issues as academic literacy, heritage language education, and teacher identity. In doing so, it connects ideas of social identity and academic literacies of bilingual preservice teachers to the “real work” of mentoring and teaching PreK-12 students themselves.
Автор: Wetzel Название: Mentoring Preservice Teachers Through Practice ISBN: 1138697834 ISBN-13(EAN): 9781138697836 Издательство: Taylor&Francis Рейтинг: Цена: 24499.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Supporting and challenging cooperating teachers to grow in their mentoring and coaching practices with preservice teachers and also in their own work as classroom teachers, this practical guide presents and illustrates the Coaching with CARE model--a framework for reflection and action that helps cultivate a perspective on teaching that puts students at the center of teacher preparation and places value on apprenticeship and participation in learning. The CARE model takes a turn away from traditional evaluation-based "training" approaches, offering a way for cooperating teachers, and facilitators and university teacher educators who work with them, to come together to shape innovative coaching and mentoring experiences for preservice teachers.
Mentoring Preservice Teachers Through Practice, building on the authors' own work with cooperating teachers, is based on the most recent research on learning to teach and supporting preservice teachers and grounded in the realities of teacher education today. Each chapter includes questions for discussion and suggested readings that can be used to explore the focus of the chapter more deeply as well as relevant research reports published by the authors.
Автор: Pfeifer, Kimberly J. Название: Dismantling Educational Sexism through Teacher Education ISBN: 0367751186 ISBN-13(EAN): 9780367751180 Издательство: Taylor&Francis Рейтинг: Цена: 6123.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The lives of students with disabilities need to be told in ways that inform preservice teachers about the work involved to legally and morally meet the needs of these students. Hearing the positive and negative experiences of students with disabilities from elementary through college can inform preservice teachers as well as potentially prevent them from repeating some of the same mistakes. The richness of the personal stories of these students and how their experiences can shape the future for students like them offers teachable moments for professors and preservice teachers to use in classrooms.
Advising Preservice Teachers Through Narratives From Students With Disabilities heralds the stories of students with disabilities as they trace their journey from the PK-12 setting into university and adult life and addresses aspects that any new teacher must know in order to meet the needs of today's PK-12 classrooms. Covering topics such as social justice, virtual learning, and faculty convenience, it is ideal for preservice teachers, practicing teachers, administrators, professors, researchers, academicians, and students.
Описание: This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.
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Описание: This book presents a participatory action research study exploring the social identity and academic literacies of bilingual preservice teachers. In doing so, it connects ideas of social identity and academic literacies of bilingual preservice teachers to the "real work" of mentoring and teaching PreK-12 students themselves.
Автор: Mosley Wetzel, Melissa Hoffman, James V. Maloch, Beth Название: Mentoring preservice teachers through practice ISBN: 1138697842 ISBN-13(EAN): 9781138697843 Издательство: Taylor&Francis Рейтинг: Цена: 5511.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Supporting and challenging cooperating teachers to grow in their mentoring and coaching practices with preservice teachers and also in their own work as classroom teachers, this practical guide presents and illustrates the Coaching with CARE model-a framework for reflection and action that helps cultivate a perspective on teaching that puts students at the center of teacher preparation and places value on apprenticeship and participation in learning. The CARE model takes a turn away from traditional evaluation-based "training" approaches, offering a way for cooperating teachers, and facilitators and university teacher educators who work with them, to come together to shape innovative coaching and mentoring experiences for preservice teachers.
Mentoring Preservice Teachers Through Practice, building on the authors' own work with cooperating teachers, is based on the most recent research on learning to teach and supporting preservice teachers and grounded in the realities of teacher education today. Each chapter includes questions for discussion and suggested readings that can be used to explore the focus of the chapter more deeply as well as relevant research reports published by the authors.
Описание: Presents a dynamic model for teacher/coach interactions, the Gradual Increase of Responsibility (GIR) model for mentoring and coaching. Like students, teachers benefit when support is personalized. The GIR model includes five coaching moves that are selectively used to match support to need.
Описание: This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning.
This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning. Drawing on a sociocultural perspective, it explores the context of the professional experience, preservice teachers as learners of English language teaching, and the activity of learning to teach English language in connection with interrelated contextual and personal issues: contextual issues such as policies, curricula, university-school partnerships, and mentoring relations are investigated in relation to personal issues such as the beliefs, expectations, prior educational experiences, previous teaching experiences, and cultural-linguistic backgrounds of preservice teachers. In turn, the book addresses professional learning issues, including professional identity development, emotional experiences, and pedagogical learning, in depth.
The book delves into the qualitative “fine-grained” aspects of the professional experience while also making valuable conceptual contributions through a sociocultural analysis of the professional learning experience, which can also be applied to research in other teacher education contexts. The findings presented here hold practical implications for English language teacher education in terms of developing a knowledge base for English language teaching and an effective model of professional experience to prepare English language teachers for working in today’s expanded, diverse and dynamic neoliberal contexts.
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