Coming To Know Reflective Practice

Open the door to most college classrooms, and you'll
find experts in their fields--physics, mathematics,
psychology--readying students for the 21st century.
What you will rarely see, however, are professors who
have ever been formally educated in how to teach. For
decades, teacher education programs have prepared
pre-college practitioners, yet many institutions of
higher learning today offer little to no preparation
for the teaching roles of faculty. This book examines
the development of future faculty in a unique
teaching seminar program designed to fill the gap.
Using ethnographic methods, Coming To Know Reflective
Practice describes, through a case-study approach,
the teaching lives of four doctoral students as they
engage in their first year of supervised university
teaching. Each student's emerging understandings
about teaching and learning, and their subsequent
effect on classroom practice, are revealed. Educators
and administrators interested in future faculty
initiatives and the role reflection plays in teaching
development will find this book a rich resource.

Autorentext

Gail A. Fensom, Ph.D., is on the faculty of the University of NewHampshire at Manchester, where she directs the first year writingprogram. Her research focuses on teaching and learning, and onthe development of college faculty.

Klappentext

Open the door to most college classrooms, and you'llfind experts in their fields--physics, mathematics,psychology--readying students for the 21st century.What you will rarely see, however, are professors whohave ever been formally educated in how to teach. Fordecades, teacher education programs have preparedpre-college practitioners, yet many institutions ofhigher learning today offer little to no preparationfor the teaching roles of faculty. This book examinesthe development of future faculty in a uniqueteaching seminar program designed to fill the gap.Using ethnographic methods, Coming To Know ReflectivePractice describes, through a case-study approach,the teaching lives of four doctoral students as theyengage in their first year of supervised universityteaching. Each student's emerging understandingsabout teaching and learning, and their subsequenteffect on classroom practice, are revealed. Educatorsand administrators interested in future facultyinitiatives and the role reflection plays in teachingdevelopment will find this book a rich resource.