ERIC Number: ED408278
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Guiding Teacher Learning: Insider Studies of Classroom Work with Prospective & Practicing Teachers.
Feiman-Nemser, Sharon, Ed.; Rosaen, Cheryl, Ed.
This collection focuses on a particular kind of teacher development, called "guiding teacher learning" or "guided practice" to distinguish it from teachers' independent learning in and from teaching. The papers grew out of a seminar for doctoral students interested in developing their practice as teacher educators and developing tools to study that practice. The seminar focused on five elements that are part of any version of guided practice work: participants and their relationship, long and short-term goals, the form and content of the work itself, contextual factors, and conceptual underpinnings. After the Introduction (Sharon Feiman-Nemser), the following papers are presented: (1) "Guiding Teacher Learning: A Fresh Look at a Familiar Practice" (Sharon Feiman-Nemser and Cheryl Rosaen); (2) "Constructing a Practice: How an Educational Vision Shapes the Work of a Field Instructor and Her Teacher Candidates" (Jenny Denyer); (3) "Louise and Me: An Analysis of a Field Instructor's Practice" (Sharon A. Schwille); (4) "Dilemmas of a Field Instructor: A Search for Common Ground" (Jaime Grinberg, Deborah Harris, and Michelle B. Parker); and (5) "Learning with Experience" (Nancy Jennings, Kathleen Peasley, and Cheryl Rosaen). (ND)
Descriptors: Doctoral Programs, Elementary Secondary Education, Faculty Development, Higher Education, Seminars, Student Teacher Supervisors, Student Teachers, Teacher Educator Education, Teacher Educators, Teaching Experience, Theory Practice Relationship
AACTE Publications, One Dupont Circle, Suite 610, Washington, DC 20036-1186 ($18 for members, $20 nonmembers, plus $5 shipping and handling).
Publication Type: Collected Works - General
Education Level: N/A
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.