A Good Teacher in Every Classroom – Preparing the Highly Qualified Teachers Our Children Deserve
Autor L Darling–Hammonden Limba Engleză Paperback – 14 sep 2005
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Specificații
ISBN-13: 9780787974664
ISBN-10: 0787974668
Pagini: 112
Dimensiuni: 157 x 226 x 9 mm
Greutate: 0.16 kg
Editura: JOSSEY BASS
Locul publicării:Hoboken, United States
ISBN-10: 0787974668
Pagini: 112
Dimensiuni: 157 x 226 x 9 mm
Greutate: 0.16 kg
Editura: JOSSEY BASS
Locul publicării:Hoboken, United States
Public țintă
Teacher Educators, Staff Developers, Mentor Teachers, and Consultants.Descriere
Developing the Next Generation of Highly Qualified Teachers What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue–ribbon commission sponsored by the National Academy of Education.
With two million teachers entering the workforce in the next decade, A Good Teacher in Every Classroom offers a blueprint for educating this new generation of teachers. The book is filled with solid recommendations for helping new teachers develop a basic understanding of education, teaching, and learning. And, it explains why and how teachers must learn to connect with different cultures, develop curriculum that meets students′ learning needs, manage common behavior problems, and assess academic progress.
With two million teachers entering the workforce in the next decade, A Good Teacher in Every Classroom offers a blueprint for educating this new generation of teachers. The book is filled with solid recommendations for helping new teachers develop a basic understanding of education, teaching, and learning. And, it explains why and how teachers must learn to connect with different cultures, develop curriculum that meets students′ learning needs, manage common behavior problems, and assess academic progress.
Textul de pe ultima copertă
Developing the Next Generation of Highly Qualified Teachers What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue–ribbon commission sponsored by the National Academy of Education.
With two million teachers entering the workforce in the next decade, A Good Teacher in Every Classroom offers a blueprint for educating this new generation of teachers. The book is filled with solid recommendations for helping new teachers develop a basic understanding of education, teaching, and learning. And, it explains why and how teachers must learn to connect with different cultures, develop curriculum that meets students′ learning needs, manage common behavior problems, and assess academic progress.
With two million teachers entering the workforce in the next decade, A Good Teacher in Every Classroom offers a blueprint for educating this new generation of teachers. The book is filled with solid recommendations for helping new teachers develop a basic understanding of education, teaching, and learning. And, it explains why and how teachers must learn to connect with different cultures, develop curriculum that meets students′ learning needs, manage common behavior problems, and assess academic progress.
Cuprins
Preface and Acknowledgments ix
Committee on Teacher Education xi
Introduction 1
The Focus and Organization of This Report 3
1 What Do Teachers Need to Know? 5
Knowledge of Learners and Their Development 7
Knowledge of Subject Matter and Curriculum Goals 14
Knowledge of Teaching 17
In Sum . . . 27
2 How Can Teachers Acquire the Knowledge They Need? 29
How Teachers Develop and Learn 31
Problems of Learning to Teach 32
3 Implications for Teacher Preparation 37
Promising Pedagogies 41
In Sum . . . 50
4 Policy Recommendations 53
Development and Accreditation of Preparation Programs 57
Licensure Reform 60
Recruitment and Retention of New Teachers 63
Notes 73
Bibliography 77
About the Editors 83
Index 85
Committee on Teacher Education xi
Introduction 1
The Focus and Organization of This Report 3
1 What Do Teachers Need to Know? 5
Knowledge of Learners and Their Development 7
Knowledge of Subject Matter and Curriculum Goals 14
Knowledge of Teaching 17
In Sum . . . 27
2 How Can Teachers Acquire the Knowledge They Need? 29
How Teachers Develop and Learn 31
Problems of Learning to Teach 32
3 Implications for Teacher Preparation 37
Promising Pedagogies 41
In Sum . . . 50
4 Policy Recommendations 53
Development and Accreditation of Preparation Programs 57
Licensure Reform 60
Recruitment and Retention of New Teachers 63
Notes 73
Bibliography 77
About the Editors 83
Index 85
Notă biografică
Linda Darling–Hammond is the Charles E. Ducommum Professor of Teaching and Teacher Education at Stanford University and served as co–chair, with John Bransford, of the National Academy of Education′s Committee on Teacher Education. Joan Baratz–Snowden is director of Educational Issues at the American Federation of Teachers (AFT). She was vice president for Education Policy and Reform and for Assessment and Research at the National Board for Professional Teaching Standards.
Since 1965, the National Academy of Education (NAE) has sought to advance the highest quality education research and its use in policy formation and practice. NAE is an honorary membership society of the most respected scholars of education from the U.S. and other countries. In addition to this book, the Academy sponsored Preparing Teachers for a Changing World, which provides the research foundations for the recommendations contained here.
Since 1965, the National Academy of Education (NAE) has sought to advance the highest quality education research and its use in policy formation and practice. NAE is an honorary membership society of the most respected scholars of education from the U.S. and other countries. In addition to this book, the Academy sponsored Preparing Teachers for a Changing World, which provides the research foundations for the recommendations contained here.