Agency through Teacher Education

Reflection, Community, and Learning

Häftad, Engelska, 2012

578 kr

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Beskrivning

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.

Produktinformation

Utgivningsdatum:2012-12-27
Mått:178 x 253 x 13 mm
Vikt:435 g
Format:Häftad
Språk:Engelska
Antal sidor:212
Förlag:Bloomsbury Publishing Plc
Medarbetare:Annette Digby
ISBN:9781610489188

Utforska kategorier

Lärarutbildning inom Psykologi och pedagogik

Mer om författaren

Ryan Flessner is an assistant professor of teacher education at Butler University in Indianapolis, Indiana. His teaching and research interests include elementary and early childhood education, elementary mathematics, teacher research, and issues of diversity, equity, and social justice.Grant R. Miller is an assistant professor in curriculum and instruction at Southern Illinois University in Carbondale, Illinois. His teaching and research interests include social studies education, media literacy, and program evaluation.Kami M. Patrizio is an assistant professor of educational leadership and policy studies at Virginia Tech University. Her research and teaching focus on learning, collaboration, and qualitative research methods.Julie R. Horwitz is an assistant professor in educational studies at Rhode Island College in Providence, Rhode Island. Her research and teaching focuses on middle and high school content area literacy, social justice, critical reflection, and teacher research.

Recensioner i media

What makes education in a democracy distinctive? Why is equity in our schools necessary and why are community connections vital? How can teacher-student relationships become more meaningful and powerful? Why is teacher agency and efficacy indispensable in effective classrooms? What constitutes good teaching?These kinds of questions animate every page of this important collection, and they power the efforts of the group of smart and talented educators assembled here. Their collective ambition is to transcend the surface arguments about this or that reform agenda and to illuminate the complexity at the heart of education in and for democracy. In the process they show us how teachers can function in the system as it is—the system of valuing anything that can be quantified over everything that can’t—even as they plant seeds for a future that is more vital, more joyous, and more just. In asking these first and fundamental questions of themselves, and then transparently and courageously thinking them through out loud as they discover fresh, dynamic answers, they not only advocate for the power of agency and reflective action in teaching, they show us how it’s done.

Innehållsförteckning

Forward—Annette DigbyPreface Acknowledgements Introduction— Kami M. Patrizio, Ryan Flessner, Grant R. Miller, & Julie R. HorwitzSECTION ISection I Introduction – Grant R. Miller & Christie McIntyreChapter 1 – Teacher Learners’ Oral History Projects: Exploring How Our Communities and Cultural Pasts Shape Us – Megan BlumenreichChapter 2 – Photovoice as a Critical Reflection Methodology – Julie R. HorwitzChapter 3 – Supporting Prospective Teachers’ Critical Reflection in Mathematics Teacher Education – Mathew D. Felton & Courtney KoestlerChapter 4 – Teacher Leaders: African American Women Experiencing and Enacting Social Justice – Vonzell Agosto & Zorka KaranxhaSection I Commentary – Nancy Gallavan & Angela Webster-SmithSECTION IISection II Introduction – Ryan Flessner & Julie R. HorwitzChapter 5 – Understanding Community Voices as a Force in Teacher Education – Ryan Flessner & Paula A. MageeChapter 6 – Enhancing Educator Agency Through the Development of Boundary Spanning Competencies – Michael P. EvansChapter 7 – Knowledge of Community and Technology as Parallel Tools of Agency in Teacher Preparation – Rashmi Kumar, Christopher G. Pupik Dean, & Nancy Lee Rodenberg Bergey Chapter 8 – Community Engagement as Catalyst for Critical Reflection and Agency Within a Professional Development School Clinical Program – Mary KlehrSection II Commentary – Gregory MichieSECTION IIISection III Introduction – Kami M. PatrizioChapter 9 – Building Administrator as Teacher Educator: Fostering Teacher Agency From Within the System – Laura McDermottChapter 10 – I Want to Test My Own Unique Ideas”: Tensions in the Teacher Candidate-Cooperating Teacher Relationship – Janet JohnsonChapter 11 – Teacher Shared Leadership for Educating English Learning Students – Katie Brooks Chapter 12 – Systemic Educational Change: Applying Social Network Theory to Lateral Learning Among Principals – Corrie Stone-Johnson & Kristin KewSection III Commentary – Jim NolanChapter 13 – What We Learned about Agency in Teacher Education – Grant R. Miller, Ryan Flessner, Kami M. Patrizio, & Julie R. HorwitzAbout the AuthorsIndex