Toward a Framework of Resources for Learning to Teach Rethinking US
This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach—in any type of program—can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, rela
- PDF / 2,153,976 Bytes
- 216 Pages / 419.58 x 612.28 pts Page_size
- 104 Downloads / 155 Views
Toward a Framework of Resources for Learning to Teach
Lauren Gatti
Toward a Framework of Resources for Learning to Teach Rethinking US Teacher Preparation
Lauren Gatti University of Nebraska - Lincoln Lincoln, Nebraska, USA
ISBN 978-1-137-50144-8 ISBN 978-1-137-50145-5 DOI 10.1057/978-1-137-50145-5
(eBook)
Library of Congress Control Number: 2016943197 © The Editor(s) (if applicable) and The Author(s) 2016 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Cover illustration: © Andres Rodriguez / Alamy Stock Photo Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Nature America Inc. New York
For my parents, Bill and Florence Gatti.
ACKNOWLEDGMENTS
First and foremost, I thank Genesis, Jackie, Margaret, Rachael, Sam, Sarah, Linda, Paul, and Judith for graciously allowing me into their residency/student teaching year. It would be hard to overstate the level of respect I have for each of them. I remember my own first year of teaching as a profoundly vulnerable emotional and professional experience—and I faced only a fraction of the challenges and constraints that these teachers did. These novice teachers initiated their learning to teach process in schools that were often underfunded, overcrowded, and overtested. They were asked to teach fragmented and skills-driven curricula. They contended with their own race and class identities at the same time they worked to understand and respond to those of their students. The emotional and professional terrain was often precipitous and intense, but they showed up every day with the aim of trying to do right by their students. I also to thank the instructors, professors, supervisors, and deans at City University, the Leaders for Equity in Education (LEE) residency, and Partner University. I remain very grateful for their openness to this study and appreciate their willingness to work with me. There were many people who supported me through
Data Loading...
