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Comprehensive Guide to Working with Student Teachers: Tools and Templates to Support Reflective Professional Growth [Pehme köide]

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  • Formaat: Paperback / softback, 208 pages, kõrgus x laius x paksus: 254x175x10 mm, kaal: 375 g
  • Ilmumisaeg: 19-Feb-2021
  • Kirjastus: Teachers' College Press
  • ISBN-10: 0807764949
  • ISBN-13: 9780807764947
Teised raamatud teemal:
Comprehensive Guide to Working with Student Teachers: Tools and Templates to Support Reflective Professional GrowthSuurem pilt
  • Formaat: Paperback / softback, 208 pages, kõrgus x laius x paksus: 254x175x10 mm, kaal: 375 g
  • Ilmumisaeg: 19-Feb-2021
  • Kirjastus: Teachers' College Press
  • ISBN-10: 0807764949
  • ISBN-13: 9780807764947
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780807764947.html
Märksõnad:

This is a must-have resource for clinical and field experience coordinators and all educators who find themselves in the position of guiding teacher candidates. The authors provide a comprehensive toolkit for the complex work of field instruction, including mentoring approaches; conversation stems; conferencing techniques; lesson debriefing questions; understandings of programmatic goals; observation, assessment, and feedback methods; and more. They also demonstrate how to use video viewing and conferencing to adapt support for candidate growth in digital environments. The book clearly defines what field instruction entails and shows how to move from a pre-prescribed technical approach toward one that fosters candidates’ abilities to embody the roles of empowered, self-directed, and agentic teachers. With the help of this text, new and seasoned teacher educators will guide candidates to not only learn how to meaningfully reflect on practice, but to also internalize these competencies for their own future professional development and continuous self-improvement. Chapters are accessibly written and filled with concrete examples, tips, worksheets, and activities.

Book Features:

  • Clear directions, tools, templates, and protocols for how to do the job of field instruction.
  • A “Voices From the Field” chapter with practical advice from field instructors across multiple programs.
  • Annotated sample conversations with candidates.
Acknowledgments xi
Introduction 1(10)
Focus on Empowerment
2(1)
Social Justice and Equity
3(2)
How Do I Use This Book?
5(6)
1 What Is Field Instruction?
11(8)
Field Instructor or Supervisor: What's In a Name?
11(1)
Purpose of Field Instruction
12(3)
Necessary Conditions to Support Candidate Learning
15(2)
"Seeing" Growth Competence, Collaborative Expertise, and Adaptive Teaching Expertise
17(2)
2 Roles And Responsibilities: Bridging The Pk12-University Divide
19(15)
Introduction
19(1)
Key Roles and Responsibilities of Field Instructors
19(2)
Field Instructor as Coach
21(4)
Field Instructor as Broker
25(5)
Field Instructor as Humanizing Pedagogue
30(4)
3 Orienting Your Teacher Candidate To Student Teaching
34(31)
Introduction
34(1)
Pitfall 1 Candidate Does Not See the Practicum as a Course Governed by Clear Expectations
34(9)
Pitfall 2 Candidate Believes the Myth That Teachers Are "Born to Be Great"
43(5)
Pitfall 3 Candidate Is Overwhelmed Before the Experience Starts
48(3)
Pitfall 4 Candidate Makes Assumptions About the School and the Surrounding Community
51(5)
Pitfall 5 Candidate Does Not Feel a Sense of Belonging
56(2)
Pitfall 6 Candidate's Decisionmaking Is Unprofessional
58(3)
Pitfall 7 Candidate's Communication Is Unprofessional
61(4)
4 Helping Candidates Audit And Explore Their Professional Emotional Needs
65(17)
Introduction
65(1)
Wait, I'm Not a Mental Health Counselor. I'm Not Qualified to Unpack Emotions With My Candidate!
65(1)
Teacher Candidates' Professional Emotional Needs
66(1)
Okay, I'm With You. So, How Do I Do That?
67(4)
Really Though, How Important Is Unpacking Emotionality? It Feels Too Touchy-Feely
71(2)
What Are You Talking About? I Need an Example!
73(5)
Wow, That Sounds Great, But I Don't Have Time for All That
78(4)
5 Tools For Observation
82(17)
Introduction
82(1)
From the "Trip Sheet'" to the Framework: Paradigm Shifts in Field Instruction
82(2)
Getting Started: The Pre-Observation Conference
84(1)
Selecting an Observation Instrument
85(14)
6 Post-Observation Debriefing Conference
99(20)
Introduction
99(1)
What Do Candidates Learn From My Feedback?
100(4)
One-on-One Conferencing After Observing a Lesson
104(2)
The Protocol: A Living, Breathing, and Ever-Changing Document
106(13)
7 Assessing Lesson Effectiveness
119(9)
Introduction
119(1)
The Problem With University-Based Evaluation Forms for Summative Evaluation
120(2)
The Problem With University-Based Evaluation Forms for Formative Evaluation
122(2)
Improvement Plan Document
124(1)
Advice for Balancing Your Roles: Evaluative Gatekeeper and Instructor
124(3)
Advice for Communicating About the Value of University-Based Scores and Ratings
127(1)
8 Video-Based Debriefing Tools For Virtual And Face-To-Face Placements
128(20)
Introduction
128(1)
Candidates Can Complete Pre-Orientation Preparation Work Online
128(2)
Parallel Conferencing
130(1)
Okay, I'm Convinced. How Do I Do It?
131(2)
How to Conduct a Parallel Conference
133(3)
Remote Field Instruction: Recorded Teaching Without Live Pupils
136(5)
Remote Field Instruction: Recorded Teaching
141(7)
9 Voices From The Field
148(11)
Introduction
148(1)
When the Student Becomes the Teacher: A Less Than Ideal Clinical Educator
149(1)
How Did It Go? Great! Uh Oh, No It Did Not: Candidates Lack of Focus on Pupil Learning
150(1)
A Lesson in Communication: Candidates' Use of Problematic Langauge
151(1)
Mentoring Mismatch: Navigating III-Paired Partnerships (CE/TC Dyads)
151(2)
When Supportive Accommodations Are Insufficient: Two Tales
153(2)
Never Underestimate the Power of Belonging: Advocating for Candidates' Inclusion in the School Community
155(1)
When Good Teaching Is Not Enough: Problematic Performance Assessments
156(1)
Community Immersive Field Placements: Reeducation of Candidates
157(2)
10 Finding Your Voice
159(12)
Introduction
159(1)
Developing Inquiry as Stance
160(2)
Unpacking My Personal Theories of Field Instruction
162(1)
Deepening Your Understanding of Self Through Self-Study
162(2)
Getting Started With Self-Study
164(1)
Preparing for the Self-Study Journey
164(1)
Defining Your Inquiry
165(1)
Identifying Critical Friends for Your Inquiry Journey
165(2)
Collecting and Making Sense of Evidence During Your Self-Study: Assessing, Planning, Implementing, and Evaluating
167(2)
Why Is Developing Your Voice Through Self-Study Important?
169(2)
References 171(8)
Index 179(10)
About the Authors 189
Elizabeth Soslau is associate professor of education at the University of Delaware. Monique Alexander is assistant professor of elementary and early childhood education at Slippery Rock University.