Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download What And How Does A Mentor Teacher Learn During A Secondary Science Teacher Candidates Internship PDF full book. Access full book title What And How Does A Mentor Teacher Learn During A Secondary Science Teacher Candidates Internship.
| Author | : Scott A. Ashmann |
| Publisher | : |
| Total Pages | : 492 |
| Release | : 2003 |
| Genre | : Interns (Education) |
| ISBN | : |
| Author | : Linda Darling-Hammond |
| Publisher | : Harvard Education Press |
| Total Pages | : 477 |
| Release | : 2021-02-08 |
| Genre | : Education |
| ISBN | : 1682532941 |
Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
| Author | : Javier Calvo de Mora |
| Publisher | : Routledge |
| Total Pages | : 257 |
| Release | : 2014-06-05 |
| Genre | : Education |
| ISBN | : 1317803345 |
In Practical Knowledge in Teacher Education, expert contributors from across Asia and Europe explore and reflect upon the innovation and creativity in teacher education programs. Specific focus is given to the internships that provide students an opportunity for intensive, hands-on experience in schools. Different approaches to internship provide comprehensive information on a diversity of ways of organising and managing internship programmes within teacher education courses, and equip future teachers with real-world knowledge within a global context. This book focuses on approaches to internship in teacher education programmes in Europe and Asia. It explores the idea that a consideration of the rich variation in approaches and experience across Eurasia will foreground critical aspects of successful internship. Each chapter provides a different focus from Asian and European perspectives on aspects of the teacher education practicum or internship, and what can be learned from school placement. This book is an invaluable resource for all those involved in teacher education, educational policy and anyone who has a stake in ensuring effective teacher education for the 21st century. It offers a far reaching overview of the teacher internship phase across a number of countries, and contributes to identifying distinctive features of teacher education in European and Asian universities.
| Author | : Lawrence Lyman |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 184 |
| Release | : 2017-05-02 |
| Genre | : Education |
| ISBN | : 1475833717 |
Mentoring Student Teachers and Interns: Strategies for Engaging, Relating, Supporting, and Challenging Future Educators is an interactive how-to guide for teacher preparation professionals who are charged with the supervision and mentoring of student teachers and interns. Written for both seasoned teacher educators and those new to teacher education, the book provides research-based, best practices for clinical supervision.
| Author | : Amy Croel-Perrien |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : Electronic dissertations |
| ISBN | : |
Teacher candidates, while completing their student teaching internship, are part of an important teaching-and-learning triad. The other members of the triad, mentor teachers and university field instructors, provide essential support to teacher candidates throughout the student teaching internship experience (Yee, 1968). Recent research has examined the roles of mentor teachers and university field instructors. Not as much is understood, however, about the moments or experiences teacher candidates recognize as when they learned the most about teaching. With retirements increasing and as much as 50% leaving the field within the first five years of teaching (Shwartz & Dori, 2016), there is an urgency in studying, and hopefully improving, novice teacher support systems.In this dissertation, I explore the moments or experiences teacher candidates recognize as insightful and valuable from their student teaching experience, from the perspective of four recent student teachers. Using phenomenology as a method of inquiry (Giorgi, 1985), data were collected through phenomenological interviews of four teacher candidates after they completed a year-long student teaching internship. These interviews tell the story of teacher candidates becoming through learning (Hodkinson et al., 2008).Findings indicate that framing problems of practice within practical situations, situations that likely occur in an elementary classroom, positively influence teacher candidates' learning. The practice of adaptative mentoring (van Ginkel et al., 2015) provides opportunities for mentor teachers to support teacher candidates as they learn about teaching practice, while also helping them with emotional and practical concerns. Ultimately, I argue that grounding mentoring in both the how and why of teaching, along with adapting to the individual needs of teacher candidates, provides supportive opportunities for teacher candidates' learning.
| Author | : Committee on Biology Teacher Inservice Programs |
| Publisher | : National Academies Press |
| Total Pages | : 251 |
| Release | : 1996-05-13 |
| Genre | : Education |
| ISBN | : 0309586275 |
Scientists nationwide are showing greater interest in contributing to the reform of science education, yet many do not know how to begin. This highly readable book serves as a guide for those scientists interested in working on the professional development of K-12 science teachers. Based on information from over 180 professional development programs for science teachers, the volume addresses what kinds of activities work and why. Included are useful examples of programs focusing on issues of content and process in science teaching. The authors present "day-in-a-life" vignettes, along with a suggested reading list, to help familiarize scientists with the professional lives of K-12 science teachers. The book also offers scientists suggestions on how to take first steps toward involvement, how to identify programs that have been determined effective by teachers, and how to become involved in system-wide programs. Discussions on ways of working with teachers on program design, program evaluation, and funding sources are included. Accessible and practical, this book will be a welcome resource for university, institutional, and corporate scientists; teachers; teacher educators; organizations; administrators; and parents.
| Author | : Hodges, Thomas E. |
| Publisher | : IGI Global |
| Total Pages | : 749 |
| Release | : 2018-10-26 |
| Genre | : Education |
| ISBN | : 1522562508 |
Teacher education is an evolving field with multiple pathways towards teacher certification. Due to an increasing emphasis on the benefits of field-based learning, teachers can now take alternative certification pathways to become teachers. The Handbook of Research on Field-Based Teacher Education is a pivotal reference source that combines field-based components with traditional programs, creating clinical experiences and “on-the-job” learning opportunities to further enrich teacher education. While highlighting topics such as certification design, preparation programs, and residency models, this publication explores theories of teaching and learning through collaborative efforts in pre-Kindergarten through grade 12 settings. This book is ideally designed for teacher education practitioners and researchers invested in the policies and practices of educational design.
| Author | : Saima Salehjee |
| Publisher | : Routledge |
| Total Pages | : 336 |
| Release | : 2020-12-14 |
| Genre | : Education |
| ISBN | : 0429682263 |
This practical guide helps mentors of new science teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets and examples of dialogue with trainees. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding science teachers. Key topics explained include: • Roles and responsibilities of mentors • Developing a mentor—mentee relationship • Guiding beginning science teachers through the lesson planning, teaching and self-evaluation processes • Observations and pre- and post-lesson discussions and regular mentoring meetings • Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practices • Building confidence among beginning teachers to cope with pupils’ contingent questions and assess scientific knowledge and skills • Supporting beginning teachers’ planning and teaching to enhance scientific literacy and inquiry among pupils • Developing autonomous science teachers with an attitude to promote the learning of science for all the learners Filled with tried-and-tested strategies based on the latest research, Mentoring Science Teachers in the Secondary School is a vital guide for mentors of science teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.
| Author | : Kristin Kubik |
| Publisher | : Lulu.com |
| Total Pages | : 96 |
| Release | : 2012-08-03 |
| Genre | : Education |
| ISBN | : 1300048913 |
The culmination of the UMUC Master of Arts program results in the teacher candidate's professional internship. All UMUC teacher candidates must complete an internship of 80 in-school days, achieved over the course of one semester and under the supervision of a mentor teacher who is certified in the intern's content area. This handbook provides critical information to help the intern succeed.
| Author | : ERIC Clearinghouse on Teacher Education, Washington, DC. |
| Publisher | : |
| Total Pages | : 204 |
| Release | : 1992 |
| Genre | : Teachers |
| ISBN | : |
Criticisms of teacher education, the low economic and political costs of trying to reform schools by reforming teacher education, along with the difficulty of filling some teaching positions with persons certified in traditional ways, have fueled a movement to create alternative routes to teacher certification in the vast majority of states. This monograph seeks to inform the ongoing policy debate over when and for what purposes alternative certification of teachers should be employed and to develop lessons that might lead to increasing the effectiveness of both alternative certification and traditional programs of teacher preparation. Following an introduction, the publication consists of six articles: (1) "The Theory and Practice of Alternative Certification: Implications for the Improvement of Teaching" (Willis D. Hawley); (2) "Alternative Certification in Connecticut: Reshaping the Profession" (Traci Bliss); (3) "Alternative Certification: State Policies in the SREB (Southern Regional Education Board) States" (Lynn M. Cornett); (4) "Los Angeles Unified School District Intern Program: Recruiting and Preparing Teachers for an Urban Context" (Trish Stoddart); (5) "Teaching and Knowledge: Policy Issues Posed by Alternate Certification for Teachers" (Linda Darling-Hammond); and (6) "The Place of Alternative Certification in the Education of Teachers" (Gary D. Fenstermacher). Selected references for each chapter are included. (LL)
