This book presents a new and important scholarship on teaching, at the time when studies on teaching in teacher education are long overdue. This book is designed to put together such a set of chapters contributed by those teacher educators who are not only taking teaching as a professional practice, but also upholding teaching improvement as a scholarly pursuit that needs collaboration and systematic studies. Teaching at Work refers to not only the importance of effective teaching in K-12 classrooms and teacher preparation, but also the importance of taking teaching and its improvement as a subject of scholarly studies. In the field of teacher preparation, this book aims to make timely knowledge contribution and is positioned to stimulate further discussion and exploration on teaching and its improvement. The book contains 13 chapters by 35 scholars in the United States. This collection presents many innovative teaching practices and approaches as well as provides new insights into this topic of interest to teacher educators, researchers, and graduate students who wish to learn about various teaching approaches and practices for advancing teacher preparation.
表中的内容
Acknowledgements; Part 1: Introduction and Perspectives; Teaching at Work: Innovating and Sharing Teaching Approaches and Practices to Advance Teacher Preparation; Research-Based Approaches for Identifying and Assessing Effective Teaching Practices: Challenges, New Directions, and Policy Implications; Connecting Research and Practice through Teacher Knowledge; Part 2: Selected Approaches and Practices in Teaching and Teacher Preparation; Preservice Teachers’ Problem-Solving Lesson Engagement and Knowledge and Beliefs about Teaching for Equity; Changing Preservice Teachers’ Attitudes Toward Linguistic Diversity by Introducing a World Englishes Perspective; Subtracting Stereotypes through Studying Abroad: The World Is a Book, and Those Who Do Not Travel Read Only One Page (St. Augustine); Preparing Preservice Teachers for Diverse Urban Classrooms; Modeling the “Write” Teaching Practices: Instructor Influences on Preservice Teachers; Minding the Gap: Mentoring Undergraduate Preservice Teachers in Educational Research; Technology Integration and Preservice Teachers: Theory and Practice; The Examined Life: Using Digital Stories to Develop the Reflective Capabilities of Preservice Teachers about Culture and Diversity; Mentoring Viewed through an Open Classroom Experience; Part 3: Commentary; Quality Teaching and Teacher Preparation: Challenges, Commitment, and Innovation; Index.
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