Clinical Experiences in Teacher Education : Critical, Project-Based Interventions in Diverse Classrooms book cover
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Clinical Experiences in Teacher Education
Critical, Project-Based Interventions in Diverse Classrooms





ISBN 9780815361244
Published August 14, 2018 by Routledge
190 Pages 6 B/W Illustrations

 
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Book Description

Responding to multiple scholarly, policy, and practical calls for a greater focus on clinical teacher preparation, this volume operates on the assumption that few experiences in future teachers’ training are more important than their field experiences. This text introduces the model of critical, project-based (CPB) clinical experiences, which provides teacher candidates with exemplary on-the-ground training, honors veteran teachers as school-based teacher educators, and offers university-based teacher educators new roles that ensure their practices and scholarship are explicitly relevant to all of schools’ constituents. Answering the call for relevant, high quality, clinically-based teacher education, this volume will offer scholarly and narrative examinations of examples of CPB clinical experiences that will be of interest to all involved in and impacted by educator preparation programs.

Table of Contents

Foreword



Rodrick Lucero, AACTE



Chapter 1: "Critical, Project-Based Clinical Experiences: Their Original and Their Elements"



Kristien Zenkov and Kristine E. Pytash



Chapter 2: "The Affective Archive Project: Engaging Affect Toward Critical Practice in a School-Immersed Literacy Methods Course"



Ashley Cartun, Elizabeth Dutro, and Kim Melnychenko





Chapter 3: "Valuing Uncertainty: The Role of Purposeful, Supported Discomfort in Critical, Project-Based Teacher Education"



Heidi Lyn Hadley, T. Hunter Strickland, and Kevin J. Burke





Chapter 4: "Building Critical, Project-Based Clinical Experiences across an Elementary PDS Program"



Melissa A. Gallagher, Seth A. Parsons, Audra Parker, Lois Groth, Betsy Levine Brown, Courtney Baker, Jennifer M. Suh





Chapter 5: "Critical Experiences with Assets-Based Literacy Intervention: A Social Design Experiment"



Keith Newvine, Heather Waymouth, and Kathleen A. Hinchman





Chapter 6: "Praxis Meets Praxis: Exploring the Development of Teachers of Writing in a Critical, Project-Based Clinical Experience"



Kristine E. Pytash and Elizabeth "Lisa" Testa





Chapter 7: "Resistance, Persistence, and a Whole Lot of Wobble: Two Teacher Educators Compare their Critical, Project-Based Clinical Experiences"



Meghan E. Barnes and Lindy L. Johnson





Chapter 8: Critical, Project-Based Clinical Experiences and Youths’ Perspectives on ‘Exceptional’ Teaching



Kristien Zenkov, Rory Dippold, Amber Jensen, and Michelle Lague 





Chapter 9, "Writing Our Lives: Preparing Teachers to Teach 21st Century Writers In and Out of School"



Marcelle M. Haddix





Chapter 10: "Citizenship and Power: Perspectives from a Critical, Project-Based Clinical Experience"



Anthony Pellegrino, Nisreen Daoud, and Lindsay Zurawski

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Editor(s)

Biography

Kristien Zenkov is a professor of Education at George Mason University, USA.



Kristine E. Pytash is an associate professor in Teaching, Learning and Curriculum Studies at Kent State University, USA.