Handbook of research on field-based teacher education:
"This book focuses on the design and effectiveness of various pathways that leverage strong field-based components. Field-based refers to the elementary teacher education programs that take place in pre-kindergarten through grade 12 school settings, including site-based methods courses, interns...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
2019.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book focuses on the design and effectiveness of various pathways that leverage strong field-based components. Field-based refers to the elementary teacher education programs that take place in pre-kindergarten through grade 12 school settings, including site-based methods courses, internship experiences, residency programs, and other international and systematic learning experiences in school settings"-- |
| Beschreibung: | 38 PDFs (xxvii, 749 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781522562504 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 245 | 0 | 0 | |a Handbook of research on field-based teacher education |c Thomas E. Hodges and Angela C. Baum, editors. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c 2019. | |
| 300 | |a 38 PDFs (xxvii, 749 pages) | ||
| 336 | |a text |2 rdacontent | ||
| 337 | |a electronic |2 isbdmedia | ||
| 338 | |a online resource |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Section 1. Creating and maintaining systems of partnership. Chapter 1. Preparing educators for sustainability: one center's journey ; Chapter 2. Implementation of paired placement and co-planning/co-teaching field experience models across multiple contexts ; Chapter 3. Recruiting teachers of mathematics: lessons from an alternative route to licensure ; Chapter 4. From collaborative inquiry to critical, project-based clinical experiences: strengthening partnerships through field-based teacher education ; Chapter 5. Affordances of a cyclical and content-specific model of collaborative mentoring ; Chapter 6. Overcoming barriers to clinical partnerships: a national taskforce response ; Chapter 7. Improving coherence in teacher education: features of a field-based methods course partnership ; Chapter 8. Developing mutually beneficial partnerships through purposeful field-based experiences: lessons learned from professional development ; Chapter 9. Increasing teacher efficacy through rural partnerships -- Section 2. Commitments to equity, social justice, and diversity. Chapter 10. Becoming literacy educators: embedded field-based experiences and embedding social justice education ; Chapter 11. Beyond urban or rural: field-based experiences for teaching residencies in diverse contexts ; Chapter 12. Enhancing cultural and linguistic awareness through an international teaching experience ; Chapter 13. Dismantling eurocratic practices in teacher education: a preservice program focused on culturally relevant, humanizing, and decolonizing pedagogies -- Section 3. Innovations in pedagogical design. Chapter 14. Scaffolding ambitious instruction: teaching and re-teaching in a methods practicum ; Chapter 15. Community-based field experiences in teacher education: theory and method ; Chapter 16. Adopt-an-apprentice teacher: re-inventing early field experiences ; Chapter 17. A national effort to integrate field experiences into secondary mathematics methods courses ; Chapter 18. Integrating mathematics and science methods classes with an afterschool STEM club ; Chapter 19. Practice-based approaches to mathematics education: vignettes and experiences ; Chapter 20. Four perspectives on the benefits of an early field experience for high school teacher candidates: connecting theory and practice -- Section 4. Systems of feedback. Chapter 21. Pivoting from evaluative to educative feedback during post-observation conferencing: supporting the development of preservice teachers ; Chapter 22. University supervisors' and mentor teachers' evaluations of teaching episodes ; Chapter 23. Digitally mediated supervision: redefining feedback systems in field-based courses ; Chapter 24. Reflection activities within clinical experiences: an important component of field-based teacher education ; Chapter 25. Learning to teach: cultivating practice in a mentor-candidate relationship ; Chapter 26. Investigating how rehearsals and teacher educator feedback influences preservice teacher development ; Chapter 27. Developing teacher leaders through self-study: a mathematics education field experience. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "This book focuses on the design and effectiveness of various pathways that leverage strong field-based components. Field-based refers to the elementary teacher education programs that take place in pre-kindergarten through grade 12 school settings, including site-based methods courses, internship experiences, residency programs, and other international and systematic learning experiences in school settings"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 10/06/2018). | ||
| 650 | 0 | |a Student teaching. | |
| 650 | 0 | |a Teachers |x Training of. | |
| 700 | 1 | |a Baum, Angela C. |d 1971- |e editor. | |
| 700 | 1 | |a Hodges, Thomas E. |d 1978- |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
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Datensatz im Suchindex
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| contents | Section 1. Creating and maintaining systems of partnership. Chapter 1. Preparing educators for sustainability: one center's journey ; Chapter 2. Implementation of paired placement and co-planning/co-teaching field experience models across multiple contexts ; Chapter 3. Recruiting teachers of mathematics: lessons from an alternative route to licensure ; Chapter 4. From collaborative inquiry to critical, project-based clinical experiences: strengthening partnerships through field-based teacher education ; Chapter 5. Affordances of a cyclical and content-specific model of collaborative mentoring ; Chapter 6. Overcoming barriers to clinical partnerships: a national taskforce response ; Chapter 7. Improving coherence in teacher education: features of a field-based methods course partnership ; Chapter 8. Developing mutually beneficial partnerships through purposeful field-based experiences: lessons learned from professional development ; Chapter 9. Increasing teacher efficacy through rural partnerships -- Section 2. Commitments to equity, social justice, and diversity. Chapter 10. Becoming literacy educators: embedded field-based experiences and embedding social justice education ; Chapter 11. Beyond urban or rural: field-based experiences for teaching residencies in diverse contexts ; Chapter 12. Enhancing cultural and linguistic awareness through an international teaching experience ; Chapter 13. Dismantling eurocratic practices in teacher education: a preservice program focused on culturally relevant, humanizing, and decolonizing pedagogies -- Section 3. Innovations in pedagogical design. Chapter 14. Scaffolding ambitious instruction: teaching and re-teaching in a methods practicum ; Chapter 15. Community-based field experiences in teacher education: theory and method ; Chapter 16. Adopt-an-apprentice teacher: re-inventing early field experiences ; Chapter 17. A national effort to integrate field experiences into secondary mathematics methods courses ; Chapter 18. Integrating mathematics and science methods classes with an afterschool STEM club ; Chapter 19. Practice-based approaches to mathematics education: vignettes and experiences ; Chapter 20. Four perspectives on the benefits of an early field experience for high school teacher candidates: connecting theory and practice -- Section 4. Systems of feedback. Chapter 21. Pivoting from evaluative to educative feedback during post-observation conferencing: supporting the development of preservice teachers ; Chapter 22. University supervisors' and mentor teachers' evaluations of teaching episodes ; Chapter 23. Digitally mediated supervision: redefining feedback systems in field-based courses ; Chapter 24. Reflection activities within clinical experiences: an important component of field-based teacher education ; Chapter 25. Learning to teach: cultivating practice in a mentor-candidate relationship ; Chapter 26. Investigating how rehearsals and teacher educator feedback influences preservice teacher development ; Chapter 27. Developing teacher leaders through self-study: a mathematics education field experience. |
| ctrlnum | (CaBNVSL)slc20471575 (OCoLC)1056704407 |
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| discipline | Pädagogik |
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| id | ZDB-98-IGB-00198506 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:51:53Z |
| institution | BVB |
| isbn | 9781522562504 |
| language | English |
| oclc_num | 1056704407 |
| open_access_boolean | |
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| spelling | Handbook of research on field-based teacher education Thomas E. Hodges and Angela C. Baum, editors. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, 2019. 38 PDFs (xxvii, 749 pages) text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. Section 1. Creating and maintaining systems of partnership. Chapter 1. Preparing educators for sustainability: one center's journey ; Chapter 2. Implementation of paired placement and co-planning/co-teaching field experience models across multiple contexts ; Chapter 3. Recruiting teachers of mathematics: lessons from an alternative route to licensure ; Chapter 4. From collaborative inquiry to critical, project-based clinical experiences: strengthening partnerships through field-based teacher education ; Chapter 5. Affordances of a cyclical and content-specific model of collaborative mentoring ; Chapter 6. Overcoming barriers to clinical partnerships: a national taskforce response ; Chapter 7. Improving coherence in teacher education: features of a field-based methods course partnership ; Chapter 8. Developing mutually beneficial partnerships through purposeful field-based experiences: lessons learned from professional development ; Chapter 9. Increasing teacher efficacy through rural partnerships -- Section 2. Commitments to equity, social justice, and diversity. Chapter 10. Becoming literacy educators: embedded field-based experiences and embedding social justice education ; Chapter 11. Beyond urban or rural: field-based experiences for teaching residencies in diverse contexts ; Chapter 12. Enhancing cultural and linguistic awareness through an international teaching experience ; Chapter 13. Dismantling eurocratic practices in teacher education: a preservice program focused on culturally relevant, humanizing, and decolonizing pedagogies -- Section 3. Innovations in pedagogical design. Chapter 14. Scaffolding ambitious instruction: teaching and re-teaching in a methods practicum ; Chapter 15. Community-based field experiences in teacher education: theory and method ; Chapter 16. Adopt-an-apprentice teacher: re-inventing early field experiences ; Chapter 17. A national effort to integrate field experiences into secondary mathematics methods courses ; Chapter 18. Integrating mathematics and science methods classes with an afterschool STEM club ; Chapter 19. Practice-based approaches to mathematics education: vignettes and experiences ; Chapter 20. Four perspectives on the benefits of an early field experience for high school teacher candidates: connecting theory and practice -- Section 4. Systems of feedback. Chapter 21. Pivoting from evaluative to educative feedback during post-observation conferencing: supporting the development of preservice teachers ; Chapter 22. University supervisors' and mentor teachers' evaluations of teaching episodes ; Chapter 23. Digitally mediated supervision: redefining feedback systems in field-based courses ; Chapter 24. Reflection activities within clinical experiences: an important component of field-based teacher education ; Chapter 25. Learning to teach: cultivating practice in a mentor-candidate relationship ; Chapter 26. Investigating how rehearsals and teacher educator feedback influences preservice teacher development ; Chapter 27. Developing teacher leaders through self-study: a mathematics education field experience. Restricted to subscribers or individual electronic text purchasers. "This book focuses on the design and effectiveness of various pathways that leverage strong field-based components. Field-based refers to the elementary teacher education programs that take place in pre-kindergarten through grade 12 school settings, including site-based methods courses, internship experiences, residency programs, and other international and systematic learning experiences in school settings"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 10/06/2018). Student teaching. Teachers Training of. Baum, Angela C. 1971- editor. Hodges, Thomas E. 1978- editor. IGI Global, publisher. (Original) (DLC)2018005648 Print version: 1522562494 9781522562498 (DLC) 2018005648 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-6249-8 Volltext |
| spellingShingle | Handbook of research on field-based teacher education Section 1. Creating and maintaining systems of partnership. Chapter 1. Preparing educators for sustainability: one center's journey ; Chapter 2. Implementation of paired placement and co-planning/co-teaching field experience models across multiple contexts ; Chapter 3. Recruiting teachers of mathematics: lessons from an alternative route to licensure ; Chapter 4. From collaborative inquiry to critical, project-based clinical experiences: strengthening partnerships through field-based teacher education ; Chapter 5. Affordances of a cyclical and content-specific model of collaborative mentoring ; Chapter 6. Overcoming barriers to clinical partnerships: a national taskforce response ; Chapter 7. Improving coherence in teacher education: features of a field-based methods course partnership ; Chapter 8. Developing mutually beneficial partnerships through purposeful field-based experiences: lessons learned from professional development ; Chapter 9. Increasing teacher efficacy through rural partnerships -- Section 2. Commitments to equity, social justice, and diversity. Chapter 10. Becoming literacy educators: embedded field-based experiences and embedding social justice education ; Chapter 11. Beyond urban or rural: field-based experiences for teaching residencies in diverse contexts ; Chapter 12. Enhancing cultural and linguistic awareness through an international teaching experience ; Chapter 13. Dismantling eurocratic practices in teacher education: a preservice program focused on culturally relevant, humanizing, and decolonizing pedagogies -- Section 3. Innovations in pedagogical design. Chapter 14. Scaffolding ambitious instruction: teaching and re-teaching in a methods practicum ; Chapter 15. Community-based field experiences in teacher education: theory and method ; Chapter 16. Adopt-an-apprentice teacher: re-inventing early field experiences ; Chapter 17. A national effort to integrate field experiences into secondary mathematics methods courses ; Chapter 18. Integrating mathematics and science methods classes with an afterschool STEM club ; Chapter 19. Practice-based approaches to mathematics education: vignettes and experiences ; Chapter 20. Four perspectives on the benefits of an early field experience for high school teacher candidates: connecting theory and practice -- Section 4. Systems of feedback. Chapter 21. Pivoting from evaluative to educative feedback during post-observation conferencing: supporting the development of preservice teachers ; Chapter 22. University supervisors' and mentor teachers' evaluations of teaching episodes ; Chapter 23. Digitally mediated supervision: redefining feedback systems in field-based courses ; Chapter 24. Reflection activities within clinical experiences: an important component of field-based teacher education ; Chapter 25. Learning to teach: cultivating practice in a mentor-candidate relationship ; Chapter 26. Investigating how rehearsals and teacher educator feedback influences preservice teacher development ; Chapter 27. Developing teacher leaders through self-study: a mathematics education field experience. Student teaching. Teachers Training of. |
| title | Handbook of research on field-based teacher education |
| title_auth | Handbook of research on field-based teacher education |
| title_exact_search | Handbook of research on field-based teacher education |
| title_full | Handbook of research on field-based teacher education Thomas E. Hodges and Angela C. Baum, editors. |
| title_fullStr | Handbook of research on field-based teacher education Thomas E. Hodges and Angela C. Baum, editors. |
| title_full_unstemmed | Handbook of research on field-based teacher education Thomas E. Hodges and Angela C. Baum, editors. |
| title_short | Handbook of research on field-based teacher education |
| title_sort | handbook of research on field based teacher education |
| topic | Student teaching. Teachers Training of. |
| topic_facet | Student teaching. Teachers Training of. |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-6249-8 |
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