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Imagining a renaissance in teacher education
- Available as
- Physical
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- Creator
- edited by Cheryl J. Craig and Louise F. Deretchin
- Format
- Books
- Language
- English
- Publication
-
- Lanham, MD ; Toronto ; Plymouth, UK : Rowman & Littlefield Education, [2008]
- ©2008
- Physical Details
-
- xviii, 441 pages : illustrations ; 23 cm
- ISBNs
- 1578867169, 9781578867165, 1578867177, 9781578867172
- OCLC
- ocn173807979
- Published in partnership with the Association of Teacher Educators.
- Includes bibliographical references.
- Division 1: The Root of Renaissance -- Overview and framework -- Schwab's call for a renaissance: a teacher education perspective -- Preparing urban educators for the twenty-first century: what the research suggests -- Summary and implications -- Division 2: Shifting Perspectives and Practices -- Overview and framework -- Daring to care: adding caring to our vision of teacher education -- Spiritual voices of preservice teachers -- Teachers' thoughts about the rewards and joys of teaching: a neglected component in teacher education programs -- Educating for inquiry through a reflective portfolio process: what are the imperatives for teachers or students to think well in contexts? -- The wisdom of fifth graders: a voice in the Renaissance -- Star Tech: the Net Generation! -- Summary and implications -- Division 3: Altering content -- Overview and framework -- The reimagination of a graduate reading program: roles and responsibilities, themes, reflections, and implications -- Preservice teachers' beliefs about curriculum theory: is it meaningful and/or useful? -- Professionalism vs. Reality: student awareness of legal rights and responsibilities -- Student teachers' diversity rights: the case law -- Summary and implications -- Division 4: Problematic conditions -- Overview and framework -- Preservice teachers leading the way: improving field experiences by cultivating candidates' voice and agency -- Fence sitting: preservice teachers' agreement with tenets of economic responsibilities and social justice -- The categories that bind: connecting teacher education to teaching practice -- Encountering relational complexity: on "the arts of the practical" in learning to teach -- Summary and implications -- Division 5: Renaissance in action -- Overview and framework -- Calling for a renaissance of care -- Small steps: moving toward a renaissance in teacher education -- A renaissance of the arts in classrooms: a collaboration between a college, a public school, and an arts institution -- Cultivating parent-child collaboration concerning mathematical learning: a necessary objective for teacher preparation programs -- Minimizing barriers in teacher diversity professional development -- Valuing narrative authority, collaboration, and diversity in revitalizing a teacher education program -- Summary and implications -- Division 6: Lessons learned -- Overview and framework -- Teacher education that makes a difference: developing foundational principles of practice -- Questioning what we know about teacher education -- Summary and implications -- Afterword