Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the Twenty-First Century
Short Title: Breaking the Mold of Preservice and Inservice Teacher Education
Publication Year: 2011
Publisher: Rowman & Littlefield Education.
Sources ID: 62886
Visibility: Public (group default)
This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training. Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students. Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning. Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world. Section I, Preservice Teacher Education, contains: (1) Mirrors, Maps, and Torchlights: Enacting a Conceptual Framework for Teacher Education (Catherine McTamaney and Amy Palmeri); (2) "I Would Rather Feel Uncomfortable in an Education Class than at the School Where I Teach": Cultural and Political Vignettes as a Pedagogical Approach in Teacher Education (Jacqueline Darvin); (3) Building a Bridge from the Experiential to the Textual: Preparing Critical Readers for a Complex Teaching Terrain (Laura R. Kates); (4) Raising the Bar for 21st Century Teacher Preparation (Mark Warner, Cherry O. Steffen, James Cope, and Beth A. Peery); (5) Practice-Based Teaching and Community Field Experiences for Prospective Teachers (Ken Zeichner and Morva McDonald); (6) High Impact Practices and the Preparation of Educators in the New Era (Yi-Ping Huang); (7) Service-Learning as a Vehicle for Examining Assumptions about Culture and Education (Peter Smagorinsky); and (8) Modeling Assessment and the Impact on K-16 Student Learning (Sheryl L. McGlamery and Saundra L. Shillingstad). Section II, Inservice Teacher Education, contains: (9) When Mentoring is Not Enough: A Multi-Year Induction Program (Joseph Corriero and Lynn Romeo); (10) When All Really Means All: Schools of Promise, Schools of Reform, and Innovative Professional Development (George Theoharis and Julie Causton-Theoharis); (11) Technology on the Frontier of Inservice Teacher Education (Diane Lapp, Douglas Fisher, Thomas DeVere Wolsey, and Sharon Walpole); (12) Teaching Outside the Book: Inservice Teacher Education for a New World (Susan K. Parry, Valerie B. Brown-Schild, Lisa B. Hibler, Charles R. Coble, and Ruben G. Carbonell); (13) Promoting Teachers' Social and Emotional Competencies to Support Performance and Reduce Burnout (Patricia A. Jennings); and (14) From Muteness to Provocation: An Emerging Developmental Model of Teacher Leadership (Nita A. Paris, Harriet J. Bessette, Traci Redish, and Dawn Kirby). Section III, Collaborative Teacher Education Practices, contains: (15) Grow Your Own Teachers: Community-Based Change in Teacher Education (Elizabeth A. Skinner); (16) Cooking "Hickory Soup" and Other Ways to Develop Successful Interprofessional Internships for Preservice Teachers (Twyla Salm and Lace Marie Brogden); (17) Foreign Language Teacher Technology Education: Innovation Through Social Networking (Victoria Hasko and Soria E. Colomer); (18) School-Community Based Urban Teacher Education as a Voice for the Community (Jana Noel); (19) The Association of Raza Educators: Community-Based Teacher Organizing and the Development of Alternative Forms of Teacher Collaboration (Miguel Zavala); and (20) School Improvement: Collaboration for Success (Mary Ellen Freeley, Andrew Ferdinandi, and Paul Pedota). Section IV, Global Perspectives on Teacher Education, contains: (21) Preparing New Teachers for the Full Catastrophe of the 21st Century Classroom: Integrating Mindfulness Training into Initial Teacher Education (Geoffrey B. Soloway, Patricia A. Poulin, and Corey S. Mackenzie); (22) Engaging Imaginations and Emotions in Preservice Teacher Education (Anne Chodakowski and Kieran Egan); (23) Teacher Induction in Scotland: Once Little Short of Scandalous, Now World Class (Ian Matheson, Mairi McAra, and Thomas Hamilton); (24) Cooperating Across Cultures: Professional Development in a Chinese Minority Region (Tasha Bleistein and Tao Rui); (25) Breaking the Mold to Mend the Wounds: An Innovative Model of Collaborative Practice to Further Aboriginal Student Learning (Lorenzo Cherubini); and (26) Participatory Action Research for Teacher Development in Malawi (Liz Barber, Tom Smith, Alexander Erwin, Vanessa Duren-Winfield, Tenika S. Walker, Brian Mosleley, and James D. Worsley, with the following teachers from the Domasi Demonstration Primary School, Zomba, Malawi: Chifundo Ziyaya, Mirriam Sherriff, Ethel Chikapa, Beauty Kafuna, Liveness Mzanza, Ausman Ngwali, and Lucy Kapenuka). A foreword by Thomas R. Guskey and a preface by Audrey Cohan and Andrea Honigsfeld are included.