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‘Teacher candidates and practicing teachers will find inspiration and ideas for reflection throughout this text. The principled practice demonstrated in each chapter sets the stage for examination of one′s beliefs, passions, and values of teaching and learning. The vignettes present realistic problems with evidence that solutions are not simplistic but value laden and complex.’
—Elsa L. Geskus, Kutztown University
‘Teaching as Principled Practice provides educators with a valuable frame for rethinking and reconfirming the commitment to students and society in a world of globalization and standardization.’
—Miriam Ben-Peretz, University of Haifa
‘This book introduces prospective teachers to (and reminds practicing teachers about) key principles for guiding effective practice in urban settings. Through helpful vignettes and readable text, the authors clarify what these principles mean and how teachers can make these principles an embedded part of their work.’
—Diane Kyle, University of Louisville
‘This text provides much insight and variety of opinion regarding contemporary issues and educational practices in today′s society. The format is unique and encourages lively discussion in a university class setting.’
—Rebecca S. Compton, East Central University
Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors′ work with pre-service teachers, and is intended to guide one′s practice in the classroom. The text′s primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children.
The work is guided by six principles:
* Teaching is inherently moral work
* Teaching is an act of inquiry and reflection
* Learning is a developmental constructivist process
* The content of what we teach must be well understood by those who teach and those who learn
* Teaching is a collegial act
* Teaching is political
Teaching as Principled Practice is an ideal text for courses throughout the education curriculum, including introduction to education and curriculum and instruction. It will also be an invaluable reference for in-service teachers and administrators.
Key Features
* Chapters conclude with review questions to encourage reflection
* Includes real-world examples of principled practice in teacher education and practice
* Promotes a thorough connection of theory and practice
Tabela de Conteúdo
Preface – Linda R. Kroll
Foreword – Rebecca Akin
1. Teaching and Learning to Teach as Principled Practice – Linda R. Kroll and Tomás Galguera
2. Learning to Negotiate the Moral Terrain of Teaching – Anna Ershler Richert
3. Preparing and Supporting the Reflective Practitioner – David M. Donahue
4. Constructivism in Teacher Education: Rethinking How We Teach Teachers – Linda R. Kroll
5. Preparing to Teach Content : ‘Not Just a Series of Fun Activities’ – Vicki Kubler La Boskey
6. Teaching to Collaborate, Collaborating to Teach – Ruth Cossey and Philip Tucher
7. Learning to See the Invisible: Power, Authority, and Language in the Classroom – Tomás Galguera
8. Principled Practice in a World of Standards: Some Concluding Thoughts – Vicki Kubler La Boskey, Anna Ershler Richert, and Linda R. Kroll
Index
Acknowledgments
Sobre o autor
Ruth Cossey, Ph.D., Associate Professor and Co-Director of the Mid-Career Mathematics and Science Teacher Credential program at Mills College has ten years experience teaching pre-service teacher candidates in Oakland CA. She has also taught mathematics in urban public schools for nine years. She served as a senior Mathematics Educator with EQUALS and FAMILY MATH at the Lawrence Hall of Science at the University of California, Berkeley for ten years. Dr. Cossey has for the past two years been Principal Investigator and Director of Algebra: What Works? (AWW), funded by the University of California. Central to Cossey’s work has been the importance of classroom mathematical discourse to deepening students’ understandings and abilities to communicate those understandings. An extended sample of her skill as a mathematics educator has been captured in the 2001 “Learning Math: Patterns, Functions and Algebra” 10 two and one-half hour video taped professional development course in mathematics produced by Annenberg/ CPB Channel with the Harvard Smithsonian Center for Astrophysics.
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