How teachers learn : an educational psychology of teacher preparation /
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| Imprint: | New York : Peter Lang, c2010. |
|---|---|
| Description: | xvi, 220 p. : ill. ; 23 cm. |
| Language: | English |
| Series: | Educational psychology, 1943-8109 ; v. 8 Educational psychology (New York, N.Y.) ; v. 8. |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/8126754 |
Table of Contents:
- Foreword
- Preface
- Acknowledgments xv
- Introduction
- Part 1. Philosophical Foundations
- 1. Communities of Inquiry, Communities of Support: The Five-Year Teacher Education Program at the University of New Hampshire
- 2. The Educational Psychology of a Collaborative Approach to Supervision
- 3. Shared Accountability in Developing, Maintaining, and Improving a Five-Year Program
- 4. Teacher Education: PastùPresentùFuture
- Part II. The Students
- 5. The Characteristics of Students in a Five-Year Teacher Education Program
- 6. Admission to the University of New HampshireÆs Teacher Education Program: Criteria for Success
- 7. Not Everyone Can Be a Good Teacher
- Part III. The Curriculum
- 8. The Educational Psychology of an Early Field-Experience Course
- 9. A Summary of the Knowledge Base Underlying the UNH Extended Teacher Education Program
- 10. A Full-Year Internship: An Example of School-University Collaboration
- 11. Using Portfolios to Mediate Learning and Inquiry among Interns and Teachers
- Part IV. Assessing The Program
- 12. College-Based Teacher Education versus State-Sponsored Alternative Programs
- 13. Assessing Entry, Retention, Classroom Performance, and Leadership Behavior through Graduate Follow-Up
- 14. Analyzing the Moral Judgment of Teaching Interns: Moral Development in a Full-Year Internship
- Editors and Contributors
