Preparing teachers for a changing world what teachers should learn and be able to do
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academ...
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| Otros Autores: | , , , , |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
San Francisco :
Jossey-Bass
c2005.
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| Edición: | 1st ed |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009623529006719 |
Tabla de Contenidos:
- Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do; Contents; Preface; Committee on Teacher Education Members; Acknowledgments; About the Authors; 1: Introduction; The Context of Teaching; Beyond Cookie Cutters; Similar Quests in Other Professions; An Organizing Framework; Teaching as a Profession That Serves Democratic Purposes; Goals, Contexts, and Evidence; Goals and Evidence for Our Recommendations; Domains of Teacher Learning; Knowledge of Learners: Understanding Development and Learning in Social Contexts
- Conceptions of Curriculum: Subject Matter, Skills, and Social Purposes of SchoolingUnderstanding Teaching: Designing Classrooms That Enable Diverse Students to Learn Challenging Content; Overall Organization; 2: Theories of Learning and Their Roles in Teaching; The How People Learn Framework as a Way to Organize Thinking; Knowledge-Centeredness; Understanding the Nature of Expertise; Expertise and Teaching; Adaptive Expertise; Learner-Centeredness; Understanding the Constructive Nature of Knowing; Learner-Centeredness, Metacognition, and Basic Cognitive Processes; Community-Centeredness
- Community-Centeredness, Productivity, and Distributed ExpertiseVygotsky and Community-Centeredness; Assessment-Centeredness; Different Kinds and Purposes of Assessment; Assessment and Theories of Transfer; The HPL Framework in Action; Knowledge-Centeredness; Assessment-Centeredness; Learner-Centeredness; Community-Centeredness; Issues of Motivation; Learning Theories and Teacher Preparation; A Vision of Teaching Expertise; Preparing Teachers to Understand and Support Learning; Developing a Conceptual Framework for Analyzing Learning and Teaching; Examining Learning in Relation to Teaching
- Developing Metacognition by Reflecting on LearningConnected Knowledge and Program Coherence; Conclusion; 3: Educating Teachers for Developmentally Appropriate Practice; The Importance of Taking a Developmental Perspective; Progression Along the Developmental Pathways; Individual Differences; Unique Paths to Development; Splintered Development; Interactions Among Development, Knowledge, And Learning; How Prior Knowledge and Experience Support Development; How Teaching Can Support Development; Understanding and Expanding ""Readiness""; Cultural Contexts and Development
- Learning in Diverse Cultural ContextsSchool as a Cultural Context; Preparing Novice Teachers to Create Developmentally Appropriate Classrooms and Schools; Curriculum Examples; Systematic Observation of Children; The Child Case Study; The School Development Process; Conclusion; 4: Enhancing the Development of Students' Language(s); The Many Uses of Language; Language Before and into School; The Acquisition of More than One Language; Literacy Before and into School; Language and Literacy Practices Outside of School; Adding the Language Valued at School; Disciplinary Literacies
- Working with English Language Learners
