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Education, Urban --- Teachers --- College-school cooperation --- Training of --- In-service training
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"According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research"--
Teachers --- Student teachers --- College-school cooperation --- Preservice teachers --- Training of --- Training of. --- In-service training. --- Professional relationships
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Professional learning communities --- Teachers --- In-service training
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The secret to your PLC's success? You. Commitment to improving student outcomes is a natural part of being a teacher. So when you bring your experience, skills, and questions to a professional learning community, you help shape the future of the team--and that makes all the difference for your students. Unlike other PLC resources, this book isn't just for leaders--it's designed to help every member of the team be a driving force for success. With it, you'll work together to *Give voice to important issues and dilemmas *Decide where to focus your work *Develop and implement a plan for gaining insight into your area of focus *Take action based on individual and collective learning *Share results with others outside the PLC Successful PLCs buzz with ...
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The authors provide a complete toolbox of school-based professional development (PD) strategies, with recommendations on which tools to use for different times and settings, guidelines for implementation, and extended examples of each tool in action for a full spectrum of proven, cost-effective PD models.
Teachers --- Professional learning communities. --- In-service training.
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Praktijkonderzoek --- Lerarenopleiding --- Onderwijsonderzoek
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"Today, in many contexts the lack of attention to preparing the next generation of teacher educators as well as having a critical mass of faculty who understand the current teacher education research problem lingers. Although the NCATE Blue Ribbon Panel Report (2010), the recent advent of the CAEP standards, and the new AACTE Clinical Practice Commission Report (2017) challenge those responsible for teacher preparation to rethink the design as well as their work within clinical practice, many teacher education faculty do not work beyond "their duty of teaching a course" (Ziechner, 1999, p. 11) and there is much too little discussion about how to prepare the next generation of teacher educators to work differently. Teacher education too often remains "a tangential concern for most and the major concern of only a few" (p.11). These concerns raise important questions for those who are currently responsible for pivoting, reinventing, and researching teacher preparation. Indeed, the literature lacks important attention to the preparation of teacher educators. This book offers insights from teacher education researchers that illustrate the ongoing benefits and persistent challenges of educating and preparing university and school-based teacher educators. This is an important step in understanding the complex roles, practices, and responsibilities associated with high quality teacher education that emphasizes clinical practice"--
Teacher educators --- Education --- Education professors --- Education teachers --- Professors of education --- Professors of teaching --- Teachers of education --- College teachers --- Training of --- Study and teaching (Higher)
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