ERIC Number: ED418929
Record Type: RIE
Publication Date: 1998-Jan
Reference Count: N/A
Strategies for Career-Long Teacher Education. Teacher Education Yearbook VI.
McIntyre, D. John, Ed.; Byrd, David M., Ed.
This collection of papers examines the current standard practice of confining teacher preparation to 4 years of coursework, discussing the growing interest in career-spanning teacher education. Section 1, "Teacher Cognition, Constructivist Teacher Education, and the Ethical and Social Implications of Schooling: Overview and Framework" (Edith M. Guyton), contains: (1) "Perceptions of Self as Teacher: Case Studies of Three Preservice Literacy Teachers" (Susan L. Nierstheimer, Carol J. Hopkins, and Deborah R. Dillon); (2) "Preservice Teachers' Reflective Thinking During a Case Discussion" (Joyce Sibbett, Suzanne Wade, and Larry Johnson); (3) "Tracking Salient Comments in Case Discussions" (Greta Morine-Dershimer); and a summary, "Perceptions of Self, Reflection, and Peers as Resources: Reflections" (Edith Guyton). Section 2, "School-University Collaboration and Career-Long Professional Development; Overview and Framework" (Nancy Fichtman Dana), features (4) "Continuous Learning for All Adults in the Professional Development School: A Review of the Research" (Lisa Frankes, Linda Valli, and David H. Cooper); (5) "Collegial Support Teams: Peer Supervision and Professional Growth" (Margaret J. Johnson and Lucy Brown); (6) "Collaborative Action Research for Local School Improvement" (Dennis Zuelke and Teresa M. Nichols); and a summary, "Reconceptualization of Roles in the School-University Collaborative: Reflections" (Nancy Fichtmen Dana). Section 3, "What We Know about the Relationship of Professional Teacher Development and Change to Staff Development, School Restructuring, and Teacher Beliefs: Overview and Framework" (Elaine Jarchow), includes (7) "Struggling With Democracy: Implications for Career-Long Teacher Education" (Ulrich C. Reitzug and Mary John O'Hair); (8) "Teacher Centered for Teacher Change" (Stephanine Kadel-Taras); (9) "Adaptive Teacher Beliefs for Continued Professional Growth During Postmodern Transitions" (M. Jayne Fleener and Pamela G. Fry), and a summary, "In Search of Democracy: Reflections" (Elaine Jarachow). Section 4, "Enhancing the Value of Teacher Education Programs: Overview and Framework" (Joanne May Herbert), contains (10) "Becoming Teachers: Minority Candidates' Perceptions of Teaching as a Profession and as a Career" (Zhixin Su); (11) "Theoretical Orientation to Reading and Student Teaching Placement: Three Case Studies in Match and Mismatch Contexts" (Barbara Young); (12) "The Effect of Hypermedia on Reflectivity as Perceived by Students in an Early Field Experience Course" (Sharon L. Gilbert and Jerry Hostetler); and a summary, "Adding Value by Making the Most of What We Have: Reflections" (Joanne May Herbert). An index is included. (SM)
Descriptors: Action Research, Career Choice, Case Studies, College School Cooperation, Constructivism (Learning), Democracy, Elementary Secondary Education, Ethics, Faculty Development, Field Experience Programs, Hypermedia, Inservice Teacher Education, Literacy Education, Minority Group Teachers, Peer Relationship, Preservice Teacher Education, Professional Development Schools, Reading Instruction, Student Teachers, Student Teaching, Teacher Collaboration, Teacher Improvement
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-218 (paper: ISBN-0-8039-6674-1, $27.95; cloth: ISBN-0-8039-6673-3, $57.95).
Publication Type: Books; Collected Works - General
Education Level: N/A
Sponsor: Association of Teacher Educators, Reston, VA.
Authoring Institution: N/A
Identifiers: Reflective Thinking; Teacher Knowledge