Winner of the 2004 Critics’ Choice Award presented by the American Educational Studies Association
Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education.
Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the essays in the volume demonstrate, a new alignment of field experiences to provide support for novices to implement cooperative strategies, and to receive timely and effective supervision for these attempts, may also be required.
Table des matières
List of Illustrations
Foreword: A Teacher Educator’s Perspective
Yael Sharan
Acknowledgments
Introduction
Mara Sapon-Shevin
Part I: The Cases
1. Practices in Teacher Education and Cooperative Learning at the University of Toronto
Carol Rolheiser and Stephen Anderson
2. Teacher Decision Making for Cooperative Learning in a Preservice Master’s Program
Celeste M. Brody and Nancy G. Nagel
3. Educating Teachers for Socially Conscious Cooperative Learning
Nancy Schniedewind
4. Cooperative Learning in Teacher Education: A Four-Year Model
Joellen Harris and Bob Hanley
5. Cooperative Learning in Preservice Teacher Education at the University of Maryland
Frank Lyman and Neil Davidson
6. Preparing Secondary Teachers to Use Cooperative Learning Strategies
Chandra J. Foote, Paule J. Vermette, Jennifer Wilson-Bridgman, Thomas J. Sheeran, Robin Erwin, and Mary Murray
7. Cooperation and Collaboration in a Foreign Language Teacher Training Program: The LMR-Plus Model
Claudia Finkbeiner
8. The Integrated Semester: Building Preservice Teachers’ Commitments to the Use of Cooperative Learning as Essential Pedagogy
Frances Slostad, Lynda Baloche, and Daniel Darigan
9. Teaching Demanding Strategies for Cooperative Learning: A Comparative Study of Five Teacher Education Programs
Elizabeth G. Cohen, Danielle Briggs, Nikola Filby, Elaine Chin, Mary Male, Susana Mata, Susan Mc Bride, Theresa Perez, Rosalinda Quintanar-Sarellana, Patricia Swanson
10. Stepping into Groupwork
Rachel A. Lotan
Part II: Commentaries
11. The Instructional Design of Cooperative Learning for Teacher Education
Celeste M. Brody
12. Pockets of Excellence: Implications for Organizational Change
Elizabeth G. Cohen
13. Cooperative Learning and Teaching for Social Justice
Mara Sapon-Shevin
14. The Role of the Classroom Teacher in Teacher Education
Mark Brubacher
Conclusion
Mara Sapon-Shevin and Elizabeth G. Cohen
Contributors
Index
A propos de l’auteur
Elizabeth G. Cohen is Professor Emerita of Education and Sociology at Stanford University.
Celeste M. Brody is Instructional Dean at Central Oregon Community College.
Mara Sapon-Shevin is Professor of Inclusive Education at Syracuse University.
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