Download agency through teacher education reflection community and learning in pdf or read agency through teacher education reflection community and learning in pdf online books in PDF, EPUB and Mobi Format. Click Download or Read Online button to get agency through teacher education reflection community and learning in pdf book now. This site is like a library, Use search box in the widget to get ebook that you want.



Agency Through Teacher Education

Author: Ryan Flessner
Publisher: Rowman & Littlefield
ISBN: 1610489179
Size: 66.55 MB
Format: PDF, ePub, Docs
View: 3876
Download and Read
Agency through Teacher Education: Reflection, Community, and Learning addresses the ways that agency functions for those involved in twenty-first-century teacher education. This book, commissioned by the Association of Teacher Educators, relies on the voices of teacher education candidates, in-service teachers, school leaders, and university-based educators to illustrate what agency looks like, sounds like, and feels like for people trying to act as agents of change. These examples take the form of narratives, theoretical explorations, formal research studies, and reflective essays. Agency through Teacher Education does not seek to establish one definition for agency, but rather to conceptualize it from three perspectives: reflective practice, community engagement/activism, and organizational learning. The book seeks to explore ways stakeholders in- and outside the classroom become agents of change, as well as the traditional and non-traditional roles played out in teacher education programs across the United States.

The Course Reflection Project

Author: Nicole Schonemann
Publisher: IAP
ISBN: 1681230127
Size: 59.22 MB
Format: PDF
View: 7531
Download and Read
Servicelearning is entering a postinitiatory phase. At tertiary institutions of all types and sizes, servicelearning programs are common and servicelearning requirements for graduation are growing in popularity. Taken together alongside continued faculty interest in effective teaching these factors have raised the visibility and popularity of servicelearning. Now the greater need in servicelearning is not to prove the need for, or efficacy of, servicelearning, but to turn the focus squarely back on practice. Following established best practice is not enough; instructors also need to reflect on how this fits within the specific context and application of each unique course and servicelearning partnership. While there are many excellent resources that detail best practice and showcase exemplary servicelearning courses, faculty reflection and course revision often goes unmentioned. In response to the lack of attention on the role of reflection and course revision, we convened groups of faculty from a variety of disciplines to reflect deeply on their courses, paying specific attention to obstacles and challenges. These conversations were converted to articles for this edited collection, each chapter representing the process of reflection and revision and serving as a guide to develop effective practice in varied curricular contexts. This text contributes to the body of literature on servicelearning in a unique and practical manner. Faculty teaching or interested in teaching servicelearning classes would benefit from this text as well as university administrators and community service directors involved in servicelearning at a programmatic and institutional level. This book should be marketed to faculty teaching disciplinary servicelearning classes and servicelearning pedagogy classes and administrative offices involved in servicelearning. This could be a supplementary text for graduatelevel pedagogy courses. Higher education institutional libraries would benefit from this text, as well as the national and state campus compact offices.

The Sage Handbook Of Research On Teacher Education

Author: D. Jean Clandinin
Publisher: SAGE
ISBN: 1526415461
Size: 25.28 MB
Format: PDF, Mobi
View: 1985
Download and Read
The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc

Reflectivity And Cultivating Student Learning

Author: Edward G. Pultorak
Publisher: Rowman & Littlefield
ISBN: 1475810717
Size: 70.14 MB
Format: PDF, Mobi
View: 958
Download and Read
Reflectivity and Cultivating Student Learning includes theory, research, and practice appropriate for teacher educators, teacher candidates, classroom teachers, school administrators, and educational researchers.

The Right To Teach

Author: Alcione Negrao Ostorga
Publisher: Rowman & Littlefield
ISBN: 1475834500
Size: 59.65 MB
Format: PDF
View: 407
Download and Read
This work challenges and broadens existing conceptions of teacher professional development used by teacher educators, and school administrators. Based on critical pedagogy, sociocultural principles and adult learning theories, it offers an alternative framework for understanding the relevance of teacher agency and how it can impact on education.

Teacher Agency For Equity

Author: Raquel Rios
Publisher: Taylor & Francis
ISBN: 1351713981
Size: 59.94 MB
Format: PDF, Kindle
View: 6404
Download and Read
This book provides educators with a conceptual framework to explore and develop authenticity and agency for equity. In response to growing cynicism within the field of education, Raquel Rios argues that in order to become authentic agents of change, teachers must take a stance of mindful inquiry and examine the role of a teacher within the broader socio-political context. By utilizing the six principles of Conscientious Engagement, teachers can expand their awareness of the power of language and thought, the complex nature our professional relationships, and how we channel energy in ways that can impede or strengthen our work for equity. Full of real-world stories and input from practitioners in the field, this book helps teachers of all levels develop the skills and confidence to grapple with tough philosophical and ethical questions related to social justice and equity, such as: What is poverty consciousness and what responsibility do we owe students who come from poorer communities? How does racist ideology impact our thinking and practice in education? How can we tap into an evolutionary consciousness and collective purpose in order to transform how we advocate for equity? How can we expand our professional network for the integration of new ideas? How can teachers really make a difference that matters, a difference that extends beyond the four walls of the classroom?

Teaching For Global Community

Author: César Augusto Rossatto
Publisher: IAP
ISBN: 1617353590
Size: 74.95 MB
Format: PDF, Docs
View: 3488
Download and Read
Education has long been viewed as a vehicle for building community. However, the critical role of education and schools for constructing community resistance is undermined by recent trends toward the centralization of educational policymaking (e.g. racial profiling new laws in the US—Arizona and Texas; No Child Left Behind and global racism), the normalization of “globalization” as a vehicle for the advancement of economic neoliberalism and social hegemony, and the commodification of schooling in the service of corporate capitalism. Alternative visions of schooling are urgently needed to transform these dangerous trends so as to reconstruct public education as an emancipatory social project. Teaching for Global Community: Overcoming the Divide and Conquer Strategies of the Oppressor examines these issues among related others as a way to honor and reexamine Freirean principles and aim to take critical pedagogy in new directions for a new generation. The goal is to build upon past accomplishments of Paulo Freire’s work and critical pedagogy while moving beyond its historical limitations. This includes efforts that revisit and reevaluate established topics in the field or take on new areas of contestation. Issues related to education, labor, and emancipation, broadly defined and from diverse geographical context, are addressed. The theoretical perspectives used to look at these emerge from critical pedagogy, critical race theory, critiques of globalization and neoliberalism, marxist and neomarxist perspectives, social constructivism, comparative/international education, postmodernism indigenous perspectives, feminist theory, queer theory, poststructuralism, critical environmental studies, postcolonial studies, liberation theology, with a deep commitment to social justice.

Teacher Agency

Author: Mark Priestley
Publisher: Bloomsbury Publishing
ISBN: 1472532880
Size: 80.47 MB
Format: PDF, ePub
View: 3631
Download and Read
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.

Teacher Centered Professional Development

Author: Gabriel Díaz-Maggioli
Publisher: ASCD
ISBN: 0871208598
Size: 38.77 MB
Format: PDF, Mobi
View: 1428
Download and Read
Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them.

Preparing Teachers

Author: Committee on the Study of Teacher Preparation Programs in the United States
Publisher: National Academies Press
ISBN: 0309128056
Size: 25.42 MB
Format: PDF, ePub, Mobi
View: 3129
Download and Read
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.