Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.

Learning to Teach: Curricular and Pedagogical Considerations for Teacher Preparation is a “must read” for faculty and staff in teacher education programs across the nation. The chapters in this book explore fundamental connections between teacher preparation and P-12 classrooms. Research-supported topics on pre-service teacher perceptions, preparation to practice, preparing to teach in diverse settings, and preparation of depth in content knowledge are the focus of this book. Are we making the connections for our teachers to meet the needs of an ever-changing society? That is the question we should be asking ourselves as we reflect on these chapters.

• PrefaceAcknowledgmentsChapter 1. Learning to Teach, Teaching to Learn: The Importance of Symmetry in Preparation and PracticePatrick M. JenlinkChapter 2. Developing Learning Trajectories for Teacher LearningAnna E. BargagliottiChapter 3. Connecting Curricular Contexts: A National Survey and Two Exemplary Cases of Teacher Educators Bridging Coursework and FieldworkCourtney Shimek, Marliese R. Peltier, Elizabeth M. Bemiss, Ann Van Wig, Laura J. Hopkins, Stephanie G. Davis, Roya Q. Scales, and W. David ScalesChapter 4. Preparing Special Educators for Inclusive Classes: Focusing Experiential Learning Experiences on Content and Disciplinary Literacy InstructionMarie Tejero Hughes, Gina Braun, and Courtney BarcusChapter 5. What Do They Want to Know: Exploring What Preservice Teachers Want and Expect from Their Preparation CourseworkRory P. TannebaumChapter 6. Examining Coping Strategies of Pre-Service Teachers Completing Different Routes to CertificationAmanda A. Olsen and Roberta J. ScholesChapter 7.Preparing Teachers for Literacy Instruction Across and Within the Disciplines:The What and the HowChyllis E. Scott, Diane M. Miller, Erin K. Washburn, and Erin M. McTigueChapter 8. We Need Better, Not More: Results from a Study Examining the Impact of Duration and Quality of Field Experience on Teacher PreparationAmanda L. Nolen and Karina R. ClemmonsChapter 9. Implementing Professional Development Days Within the Elementary Methods SemesterPatricia Paulson, Geri Von Grey, Danny Swensen, Jay Rasmussen, and Katie BonawitzChapter 10. English as a Foreign Language (EFL) Teaching Experiences of Mainstream Pre-service Teachers in an International Service-Learning ProjectBurcu Ates, Yurimi Grigsby, Helen Berg, and Soonhyang KimChapter 11. Epilogue: The Importance of First Lessons in Learning to TeachPatrick M. JenlinkAbout the Editor and Authors

Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.

Learning to Teach: Curricular and Pedagogical Considerations for Teacher Preparation is a “must read” for faculty and staff in teacher education programs across the nation. The chapters in this book explore fundamental connections between teacher preparation and P-12 classrooms. Research-supported topics on pre-service teacher perceptions, preparation to practice, preparing to teach in diverse settings, and preparation of depth in content knowledge are the focus of this book. Are we making the connections for our teachers to meet the needs of an ever-changing society? That is the question we should be asking ourselves as we reflect on these chapters.

• PrefaceAcknowledgmentsChapter 1. Learning to Teach, Teaching to Learn: The Importance of Symmetry in Preparation and PracticePatrick M. JenlinkChapter 2. Developing Learning Trajectories for Teacher LearningAnna E. BargagliottiChapter 3. Connecting Curricular Contexts: A National Survey and Two Exemplary Cases of Teacher Educators Bridging Coursework and FieldworkCourtney Shimek, Marliese R. Peltier, Elizabeth M. Bemiss, Ann Van Wig, Laura J. Hopkins, Stephanie G. Davis, Roya Q. Scales, and W. David ScalesChapter 4. Preparing Special Educators for Inclusive Classes: Focusing Experiential Learning Experiences on Content and Disciplinary Literacy InstructionMarie Tejero Hughes, Gina Braun, and Courtney BarcusChapter 5. What Do They Want to Know: Exploring What Preservice Teachers Want and Expect from Their Preparation CourseworkRory P. TannebaumChapter 6. Examining Coping Strategies of Pre-Service Teachers Completing Different Routes to CertificationAmanda A. Olsen and Roberta J. ScholesChapter 7.Preparing Teachers for Literacy Instruction Across and Within the Disciplines:The What and the HowChyllis E. Scott, Diane M. Miller, Erin K. Washburn, and Erin M. McTigueChapter 8. We Need Better, Not More: Results from a Study Examining the Impact of Duration and Quality of Field Experience on Teacher PreparationAmanda L. Nolen and Karina R. ClemmonsChapter 9. Implementing Professional Development Days Within the Elementary Methods SemesterPatricia Paulson, Geri Von Grey, Danny Swensen, Jay Rasmussen, and Katie BonawitzChapter 10. English as a Foreign Language (EFL) Teaching Experiences of Mainstream Pre-service Teachers in an International Service-Learning ProjectBurcu Ates, Yurimi Grigsby, Helen Berg, and Soonhyang KimChapter 11. Epilogue: The Importance of First Lessons in Learning to TeachPatrick M. JenlinkAbout the Editor and Authors