1st Edition
Rethinking Field Experiences in Preservice Teacher Preparation Meeting New Challenges for Accountability
Preface
Chapter 1: Urban Schools as a Context for Learning Teaching
Magaly Lavadenz and Etta R. Hollins
Part I: Learning Teaching through the Approximation and Representation of Practice
Chapter 2: Opportunities and Pitfalls in the Turn toward Clinical Experience in U.S. Teacher Education Kenneth Zeichner and Marisa Bier
Chapter 3: Moving from Recommendations to Action in Preparing Professional Educators
Frances Rust and Renée Tipton Clift
Chapter 4: Clinical prototypes: Nontraditional Teacher Preparation Programs
Michelle Haj-Broussard, Jennifer L. Husbands, Belinda Dunnick Karge, Kimberly Walker McAlister, Majorie McCabe, John A. Omelan, Phyllis Payne, Vickie V. Person, Karen Peterson, and Cyndy Stephens
Part II: Learning Teaching Situated in Context
Chapter 5: Fostering Community-based Field Experiences in Teacher Education
Heidi L. Hallman and Terri L. Rodriguez
Chapter 6: Learning Teaching through Clinical Rotations
Etta R. Hollins
Chapter 7: A Clinical Classroom Process
Antoinette S. Linton and Richard K. Gordon
Chapter 8: Community Immersion Teacher Development: Pragmatic Knowledge of Family and Community in Professional Field-based Practice
Peter C. Murrell, Jr., Jessica Strauss, Rachel Carlson, and Maritza Alcoreza Dominguez
Part III: Assessing and Improving Teacher Preparation
Chapter 9: Teacher Performance Assessment: Readiness for Professional Practice
Jamy Stillman, Gisele Ragusa, Andrea Whittaker
Chapter 10: Building an Agenda and Developing Solutions for Challenges in Clinical Experiences Amy Bacevich, Stephanie L. Dodman, Lena "Libby" Hall and Meredith Ludwig
About the Contributors
Biography
Etta R. Hollins is professor and Kauffman Endowed Chair for Urban Teacher Education at the University of Missouri-Kansas City, USA.
