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Jo-Anne Kerr, Linda Norris - Thinking Like a Teacher, Häftad

Häftad, Engelska, 2017

Thinking Like a Teacher

Preparing New Teachers for Today's Classrooms

Av Jo-Anne Kerr, Linda Norris

Del i serien Rowman & Littlefield Publishers

444 kr

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Beskrivning
Today’s classrooms present a variety of challenges for teachers, many of which result from unanticipated, unpredictable events, from minor to serious. This collection of teacher narratives highlights several of these challenges with subsequent reflections and commentaries that invite conversations about aspects of teaching that often remain unacknowledged in educator preparation programs but that can have deleterious effects on the implementation of the pedagogical content knowledge that is promoted in these programs. Thinking Like a Teacher: Preparing New Teachersfor Today’s Classrooms aims to address this gap in educator preparation programs through sharing and affirming teachers’ voices as sources of pedagogical knowledge. Engagement with the narratives included in this collection will help teacher candidates perceive and think about teaching in new ways as they make the transition from instructional consumers to instructional leaders while simultaneously forging a new professional identity.
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Dr. Jo-Anne Kerr taught high school English for 25 years and is now Professor of English at Indiana University of Pennsylvania where she teaches English and English education methods courses and supervises student teachers. Jo-Anne is director of IUP’s English Education Program. Dr. Linda Norris taught English at the secondary level for over 15 years and is currently Professor of English at Indiana University of Pennsylvania where she has taught English, secondary English preparation courses, and has supervised student teachers for the past 24 years. Linda received the 2007 Richard A. Meade Award from the National Council of Teachers of English and the 2009 Pennsylvania Teacher Educator of the Year Award from the Pennsylvania Association of Colleges and Teacher Educators.

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This engaging collection of beginning English teachers’ narratives portraying how they coped with the particular challenges of implementing instructional plans in their classrooms addresses a major challenge facing teacher educators—how to help pre-service and novice teachers adapt and alter their teaching ideas according to the particularities of their own unique classrooms and students. In these narratives, new teachers add descriptions on their adaption processes as well as respond to Kerr and Norris’s useful questions and prompts that serve to model ways of reflecting on how to cope with these challenges. In responding to these narratives, pre-service and novice teachers can then compare their own challenges to those portrayed in these narratives, leading to development of self-reflection practices and pedagogical content knowledge. This book therefore serves to foster what Norris describes as ‘situational pedagogy’ essential for pre-service and novice teachers achieving success in the classroom.

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