The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner (Agenda forEducation in a Democracy Series, Volume 4)
Rights Contact Login For More Details
- Wiley
More About This Title The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner (Agenda forEducation in a Democracy Series, Volume 4)
English
From the AgAnda for Education in a Democracy Series
Sponsored by the National Network for Educational Renewal
"This book is comprehensive in its account of what goes into thesubstance and process of preparing the professional educator, fromselection to induction into teaching. The story that unfolds in thecollaboration of the University of Connecticut and several schoolsis one of redesigning virtually every component into somethingquite different from what existed before without stopping thetraffic of future teachers from crossing the bridge topractice."
--from the Foreword by John I. Goodlad, codirector, Center forEducational Renewal, University of Washington, and president,Institute for Educational Inquiry
This practical volume redefines teaching as a profession withpronounced service and moral dimensions. The Professional Teachershows how this new paradigm can be instilled in teacher educationprograms and in teaching practice. The authors argue that thepractice of teaching requires much more than knowledge andtechnical competence. It calls for reflection and inquiry, adedication to democratic principles, and a strong commitment toeducational renewal and change. The authors reveal how teachereducation can be structured to emphasize the moral and serviceresponsibilities of the profession--especially by forging closeties with local schools and communities--to produce caring andeffective teachers. Richly illustrated with research and real-lifeexamples of good practice, The Professional Teacher proposes a newstandard that focuses on preparing teachers for a climate of schoolrenewal and change.
Sponsored by the National Network for Educational Renewal
"This book is comprehensive in its account of what goes into thesubstance and process of preparing the professional educator, fromselection to induction into teaching. The story that unfolds in thecollaboration of the University of Connecticut and several schoolsis one of redesigning virtually every component into somethingquite different from what existed before without stopping thetraffic of future teachers from crossing the bridge topractice."
--from the Foreword by John I. Goodlad, codirector, Center forEducational Renewal, University of Washington, and president,Institute for Educational Inquiry
This practical volume redefines teaching as a profession withpronounced service and moral dimensions. The Professional Teachershows how this new paradigm can be instilled in teacher educationprograms and in teaching practice. The authors argue that thepractice of teaching requires much more than knowledge andtechnical competence. It calls for reflection and inquiry, adedication to democratic principles, and a strong commitment toeducational renewal and change. The authors reveal how teachereducation can be structured to emphasize the moral and serviceresponsibilities of the profession--especially by forging closeties with local schools and communities--to produce caring andeffective teachers. Richly illustrated with research and real-lifeexamples of good practice, The Professional Teacher proposes a newstandard that focuses on preparing teachers for a climate of schoolrenewal and change.
English
KAY A. NORLANDER-CASE is associate professor of special education in the School of Education at the University of Connecticut. TIMOTHY G. REAGAN is professor in the Language, Literacy and Society program in the Department of Curriculum and Instruction at the University of Connecticut. CHARLES W. CASE is professor of educational leadership and former dean of the School of Education at the University of Connecticut.
English
Introduction: Earning the Right to Teach.
1. Teaching as a Profession in a Democracy: Creating a NewPicture.
2. Cultivating Reflective Practice and Inquiry.
3. Becoming a Teacher: The Moral Dimensions.
4. Creating Educative Communities.
5. The Teacher's Responsibility to Diverse Learners.
6. Enabling Teachers to Assume Leadership Roles.
1. Teaching as a Profession in a Democracy: Creating a NewPicture.
2. Cultivating Reflective Practice and Inquiry.
3. Becoming a Teacher: The Moral Dimensions.
4. Creating Educative Communities.
5. The Teacher's Responsibility to Diverse Learners.
6. Enabling Teachers to Assume Leadership Roles.
English
"This is a well-researched and lively treatment of a new standardfor preparation and induction into teaching. It also encourages theassumption of leadership roles for teachers in the educationalrenewal and change dedicated to democratic principles and servicewithin a complex whole community." (Patterns, published byASCD)
"This book is comprehensive in its account of what goes into thesubstance and process of preparing the professional educator, fromselection to induction into teaching. The story that unfolds in thecollaboration of the University of Connecticut and several schoolsis one of redesigning virtually every component into somethingquite different from what existed before without stopping thetraffic of future teachers from crossing the bridge to practice."(from the Foreword by John I. Goodlad, codirector, Center forEducational Renewal, University of Washington, and president,Institute for Educational Inquiry)
"If you are looking for a stimulating treatment of how to improveschools and programs for preparing future teachers, this book is amust read. The authors know what they are talking about; their tenyears of collaboration in the Hartford public schools ensures that.As you read, you will discover a bonus: an interesting,well-written, helpful treatment of the moral dimensions ofteaching." (Steven C. Baugh, superintendent, Alpine SchoolDistrict, Utah)
"This book tells a compelling story about learning and teaching intoday's complex and diverse classrooms.... Teacher educators willfind this an important contribution to their work, generally, andto their thinking, specifically, about teaching as a profoundlymoral and ethical act." (Jill Mattuck Tarule, dean, College ofEducation and Social Services, University of Vermont)
"This book is comprehensive in its account of what goes into thesubstance and process of preparing the professional educator, fromselection to induction into teaching. The story that unfolds in thecollaboration of the University of Connecticut and several schoolsis one of redesigning virtually every component into somethingquite different from what existed before without stopping thetraffic of future teachers from crossing the bridge to practice."(from the Foreword by John I. Goodlad, codirector, Center forEducational Renewal, University of Washington, and president,Institute for Educational Inquiry)
"If you are looking for a stimulating treatment of how to improveschools and programs for preparing future teachers, this book is amust read. The authors know what they are talking about; their tenyears of collaboration in the Hartford public schools ensures that.As you read, you will discover a bonus: an interesting,well-written, helpful treatment of the moral dimensions ofteaching." (Steven C. Baugh, superintendent, Alpine SchoolDistrict, Utah)
"This book tells a compelling story about learning and teaching intoday's complex and diverse classrooms.... Teacher educators willfind this an important contribution to their work, generally, andto their thinking, specifically, about teaching as a profoundlymoral and ethical act." (Jill Mattuck Tarule, dean, College ofEducation and Social Services, University of Vermont)
