Becoming a teacher -- The culture of schools -- The development of teachers' professional knowledge -- Disrupting initial assumptions -- Candidates in crisis -- Creating a clear signal against a noisy background -- Consolidation and looking ahead -- Disrupting the apprenticeship of observation
Summary
This book takes an in-depth look at five future teachers in one teacher education program, analyzing and interpreting how they and their teacher educators learn from experience during both coursework and practicum experiences. Many assumptions about the complex challenges of teaching teachers are called into question. Is the role of a teacher educator to synthesize research-based best practices for candidates to take to their field placements? Does the preservice practicum experience challenge or reinforce a lifetime of socialized experiences in schools? Must methods courses always be seen by most teacher candidates as little more than sites for collecting resources? Where and how do candidates construct professional knowledge of teaching? The data illustrate clearly that methods courses can be sites for powerful learning that challenges tacit assumptions about how and why we teach.--From publisher description
Bibliography
Includes bibliographical references (pages 179-183)
