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Breaking the Mold of Preservice and Inservice Teacher Education

Innovative and Successful Practices for the Twenty-first Century

Audrey Cohan (Anthology Editor) , Andrea Honigsfeld (Anthology Editor) , Liz Barber (Contributor) , Harriet J. Bessette (Contributor) , Tasha Bleistein (Contributor) , Lace Marie Brogden (Contributor) ,
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Breaking the Mold of Preservice and Inservice Teacher Education cover

Breaking the Mold of Preservice and Inservice Teacher Education

Innovative and Successful Practices for the Twenty-first Century

Audrey Cohan (Anthology Editor) , Andrea Honigsfeld (Anthology Editor) , Liz Barber (Contributor) , Harriet J. Bessette (Contributor) , Tasha Bleistein (Contributor) , Lace Marie Brogden (Contributor) ,
View more contributors
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Description

This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education.

Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training.

Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students.

Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning.

Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world.

Table of Contents

Foreword
Preface
Section I: Preservice Teacher Education
1. Mirrors, Maps, and Torchlights: Enacting a Conceptual Framework for Teacher Education
2. "I Would Rather Feel Uncomfortable in an Education Class than at the School Where I Teach": Cultural and Political Vignettes as a Pedagogical Approach in Teacher Education
3. Building a Bridge from the Experiential to the Textual: Preparing Critical Readers for a Complex Teaching Terrain
4. Raising the Bar for 21st Century Teacher Preparation
5. Practice-Based Teaching and Community Field Experiences for Prospective Teachers
6. High Impact Practices and the Preparation of Educators in the New Era
7. Service-Learning as a Vehicle for Examining Assumptions about Culture and Education
8. Modeling Assessment and the Impact on K-16 Student Learning
Section II: Inservice Teacher Education
9. When Mentoring is Not Enough: A Multi-Year Induction Program
10. When All Really Means All: Schools of Promise, Schools of Reform, and Innovative Professional Development
11. Technology on the Frontier of Inservice Teacher Education
12. Teaching Outside the Book: Inservice Teacher Education for a New World
13. Promoting Teachers' Social and Emotional Competencies to Support Performance and Reduce Burnout
14. From Muteness to Provocation: An Emerging Developmental Model of Teacher Leadership
Section III: Collaborative Teacher Education Practices
15. Grow Your Own Teachers: Community-Based Change in Teacher Education
16. Cooking "Hickory Soup" and Other Ways to Develop Successful Interprofessional Internships for Preservice Teachers
17. Foreign Language Teacher Technology Education: Innovation Through Social Networking
18. School-Community Based Urban Teacher Education as a Voice for the Community
19. The Association of Raza Educators: Community-Based Teacher Organizing and the Development of Alternative Forms of Teacher Collaboration
20. School Improvement: Collaboration for Success
Section IV: Global Perspectives on Teacher Education
21. Preparing New Teachers for the Full Catastrophe of the 21st Century Classroom: Integrating Mindfulness Training into Initial Teacher Education
22. Engaging Imaginations and Emotions in Preservice Teacher Education
23. Teacher Induction in Scotland: Once Little Short of Scandalous, Now World Class
24. Cooperating Across Cultures: Professional Development in a Chinese Minority Region
25. Breaking the Mold to Mend the Wounds: An Innovative Model of Collaborative Practice to Further Aboriginal Student Learning
26.Participatory Action Research for Teacher Development in Malawi
Afterword

Product details

Published Feb 16 2011
Format Hardback
Edition 1st
Extent 314
ISBN 9781607095514
Imprint R&L Education
Dimensions 10 x 7 inches
Publisher Bloomsbury Publishing

About the contributors

AC
Anthology Editor

Audrey Cohan

AH
Anthology Editor

Andrea Honigsfeld

LB
Contributor

Liz Barber

HB
Contributor

Harriet J. Bessette

TB
Contributor

Tasha Bleistein

LB
Contributor

Lace Marie Brogden

VB
Contributor

Valerie B. Brown-Schild

JC
Contributor

Julie Causton-Theoharis

LC
Contributor

Lorenzo Cherubini

EC
Contributor

Ethel Chikapa

AC
Contributor

Anne Chodakowski

CC
Contributor

Charles R. Coble

SC
Contributor

Soria E. Colomer

JC
Contributor

James Cope

JC
Contributor

Joseph Corriero

JD
Contributor

Jacqueline Darvin

KE
Contributor

Kieran Egan

AF
Contributor

Andrew Ferdinandi

DF
Contributor

Doug Fisher

MF
Contributor

Mary Ellen Freeley

TG
Contributor

Thomas R. Guskey

TH
Contributor

Thomas Hamilton

VH
Contributor

Victoria Hasko

LH
Contributor

Lisa B. Hibler

YH
Contributor

Yi-Ping Huang

PJ
Contributor

Patricia A. Jennings

BK
Contributor

Beauty Kafuna

LK
Contributor

Lucy Kapenuka

LK
Contributor

Laura R. Kates

TK
Contributor

Tod Kenney

DK
Contributor

Dawn Kirby

DL
Contributor

Diane Lapp

CM
Contributor

Corey S. Mackenzie

IM
Contributor

Ian Matheson

MM
Contributor

Mairi McAra

MM
Contributor

Morva McDonald

SM
Contributor

Sheryl L. McGlamery

CM
Contributor

Catherine McTamaney

BM
Contributor

Brian Mosleley

LM
Contributor

Liveness Mwanza

AN
Contributor

Ausman Ngwali

JN
Contributor

Jana Noel

AP
Contributor

Amy Palmeri

NP
Contributor

Nita A. Paris

SP
Contributor

Susan K. Parry

PP
Contributor

Paul Pedota

BP
Contributor

BethA Peery

PP
Contributor

Patricia A. Poulin

TR
Contributor

Traci Redish

LR
Contributor

Lynn Romeo

TR
Contributor

Tao Rui

TS
Contributor

Twyla Salm

MS
Contributor

Mirriam Sherriff

SS
Contributor

Saundra L. Shillingstad

ES
Contributor

Elizabeth A. Skinner

PS
Contributor

Peter Smagorinsky

GS
Contributor

Geoffrey B. Soloway

CS
Contributor

Cherry O. Steffen

GT
Contributor

George Theoharis

SW
Contributor

Sharon Walpole

MW
Contributor

Mark Warner

TW
Contributor

ThomasDeVere Wolsey

JW
Contributor

James D. Worsley

MZ
Contributor

Miguel Zavala

KZ
Contributor

Ken Zeichner

CZ
Contributor

Chifundo Ziyaya

Reviews

  • Breaking the Mold of Preservice and Inservice Teacher Education addresses enduring issues of teachers' professional learning. Teachers' learning is intimately connected with the learning of their students and how to prepare and support teachers in their work in increasingly diverse and challenging classrooms is of fundamental importance. It has never been more so when accountability mechanisms can constrain teacher creativity. This volume explores questions about the relationship of theory and practice and is concerned about the purposes of education as well as the best ways to help teachers think about and practice their teaching. These are global issues and it is heartening to see contributions from around the world from a range of perspectives.

    Dr. Pamela Munn, past president of the British Educational Research Association, emeritus professor of curriculum research at the University of E

  • These accounts of the implementation of best practices, including mentoring, social and emotional learning, teacher leadership, and community involvement, illustrate instances where the knowing-doing gap has been bridged to create positive outcomes for students. Thoughtful practitioners will be inspired by this compendium of innovative ideas that have been documented as breaking the mold of traditional ideas and practices in preservice and inservice teacher education.

    Marilyn Johnson, Ed.D., assistant superintendent, North Bellmore UFSD, NY

  • Given the complexities of education in the 21st century, there remains an urgency for innovative and thoughtful approaches to preservice and inservice teacher education. The impressive US and international collection represented in Breaking the Mold offers the reader important and unique perspectives into teacher education ranging from the university classroom to the schoolhouse door. The contributions are both rigorous and relevant and are presented in a narrative form that captures both the hearts and minds of the reader. These chapters come alive with the lived experiences of passionate educators each of whom offers deep insight and innovative practices. Simply put, Breaking the Mold more than lives up to its title and as such is a must read for those who care about the future of education.

    Alan J. Daly Ph.D., University of California, San Diego

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