Engaged Clinical Practice
Rowman & Littlefield (Verlag)
978-1-4758-4990-5 (ISBN)
Clinical experiences, supported by well-prepared mentor teachers and university-based teacher educators, are essential for developing successful teacher candidates. While the design and structure of these significant learning opportunities often vary among preparation programs, a common feature is teacher candidates work in partnered educational settings engaged in teaching that is closely aligned with coursework and in collaboration with individuals tasked with supporting their growth, development, and entry into the profession. The primary purpose of this text is to provide readers a varied set of examples from teacher preparation programs that have established effective systems, practices, and/or pedagogies to develop and support mentor teachers and university-based educators in becoming effective clinical coaches. The text endeavors to shine a bright light on those programmatic efforts shaping teacher preparation in impactful, meaningful, and sustainable ways. This text will be of primary interest to all those working in organizations, institutes of higher education, alternative licensure programs, and schools and districts involved with the preparation of teacher candidates.
Dr. Philip E. Bernhardt is currently a Professor of Secondary Education and Associate Director of the Honors Program at the Metropolitan State University of Denver. Dr. Bernhardt has spent two decades working in public schools, including eight years as a secondary social studies teacher. He frequently presents on topics that include barriers to higher education, co-teaching, academic tracking, teacher professional development, curriculum design and assessment, and teacher preparation, induction, and mentoring. Dr. Thomas R. Conway is currently Chairperson of Teacher Education and Assistant Director of the Honors Program at Cabrini University in Radnor, PA. Dr. Conway spent 19 years teaching and administrating at the high school level before moving full-time to higher education. Dr. Conway regularly presents on mentoring, coaching, topics in secondary education and early childhood at state, national, and international conferences. Dr. Greer M. Richardson is currently the Director of Graduate Programs and Associate Professor of Education at La Salle University in Philadelphia, PA. Dr. Richardson is also the Associate Director of the Philadelphia Regional Noyce Partnership, a collaborative of regional higher education institutions dedicated to supporting the STEM teacher pipeline. Dr. Richardson has presented extensively on teacher mentoring, new teacher induction, instructional coaching and collaborative partnerships at state, national and international conferences.
Foreword
Acknowledgements
Introduction
Supporting the Development of Specialized Content Knowledge for Teaching Music, Physical Education, and Other “Specials”
Improving Educator Preparation Using Asynchronous, Online Professional Development
A Model of Collaboration: Mentor Teachers, Teacher Candidates,
and University-Based Teacher Educators
Enhancing Mentor Teachers’ Experience, Effectiveness, and Engagement Through Professional Development and University Communication
Mentor Study Groups as Sites for Mentor Teacher Learning
Cultivating Clinical Coaching through Collaboration
Using an Online Platform to Prepare Mentor Teachers as Clinical Coaches
Practice-Based Coaching to Impact Early Childhood Teacher Candidate Uptake of Evidence-Based Practice in Clinical Internship
Only the Best: Ensuring High-Quality Mentors for Teacher Candidates
Developing Teacher Candidates for the 21st Century: Engaging the Village
About the Editors
| Erscheinungsdatum | 10.05.2021 |
|---|---|
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 162 x 229 mm |
| Gewicht | 417 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung |
| ISBN-10 | 1-4758-4990-7 / 1475849907 |
| ISBN-13 | 978-1-4758-4990-5 / 9781475849905 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
