Toward a Framework of Resources for Learning to Teach

This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teachin any type of programcan best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. The author addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathwaysa university-based program and an urban teacher residencylearn to teach within a policy context of high-stakes testing and college readiness.

Autorentext

Lauren Gatti is Assistant Professor in Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, USA. She earned her PhD in Curriculum and Instruction from the University of Wisconsin, Madison, USA. In 2013, she was awarded Outstanding Dissertation of the Year in Division K (Teaching and Teacher Education) of the American Educational Research Association.

Inhalt

1. Introduction: Learning to Teach in Troubled Times.- 2. Teacher Education in Deep Focus.- 3. Transformative Teacher Preparation: A Framework of Resources for Learning to Teach.- 4. Relational Resources and the Role of Trust.- 5. Disciplinary Resources and the Role of Aims: Teaching Our Subjects To What End?.- 6. Experiential and Dispositional Resources and the Role of Negotiating Curriculum.- 7. Programmatic Resources and the Role of Programmatic Responsiveness.- 8. Teacher Education Partnerships and the Role of Ideology and Aims.- 9. Conclusion: Teacher Education To What End?.

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