Preface; About the Contributors; PART I: THEORETICAL FRAMEWORK; PART II: CASE STUDIES; PART III: THEORY INTO SITUATED PRACTICE; Author Index; Subject Index
Summary
Presents an argument for, and invites, critical examination of teacher preparation and assessment practices, in light of both the complexity and demands of urban settings and the theories of learning and learning to teach that guide teacher education practices. The focus is on preparing teachers for urban settings
