Details
Teaching as a Clinical Practice Profession
Research on Clinical Practice and Experience in Teacher Preparation|
36,99 € |
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| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 15.04.2021 |
| ISBN/EAN: | 9781475857719 |
| Sprache: | englisch |
| Anzahl Seiten: | 226 |
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Beschreibungen
<p><span>Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation</span><span> introduces the reader to a collection of thoughtful research-based works by authors that represent current clinical-based teacher preparation programs. What we know is that excellent teaching is a clinical skill and that exemplary teacher education provides for clinical education in a clinical setting. Important to teacher preparation, as a clinical practice profession, is a realization that strong clinical preparation of teachers is a key factor in their students’ success. Chapter One opens the book with a focus on teaching as a clinical practice profession, providing the reader with an introduction to the book and an understanding of the growing importance of clinical practice in teacher preparation. The authors of Chapters Two–Ten present field-based research that examines the important role of clinical practice in teacher preparation. Each chapter offers the reader an examination of clinical practice and field-based experience in teacher preparation based on formal research that provides the reader with insight into how the research study was conducted, and equally important, the findings and conclusions drawn with respect to clinical practice and teacher preparation. Finally, Chapter Eleven presents an epilogue that focuses on the future of clinical practice and its growing importance in teacher preparation.</span></p>
<p><span>Teaching as a Clinical Practice Profession</span><span> is a collection of research-based works that represent current clinical-based teacher preparation. Excellent teaching is a clinical skill and exemplary teacher education provides for clinical education in a clinical setting. Strong clinical preparation of teachers is a key factor in students’ success.</span></p>
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<p><span>Preface</span></p>
<p><span>Acknowledgments</span></p>
<p><span>Chapter 1.</span><span> Teaching as a Clinical Practice Profession</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>Chapter 2.</span><span> Preservice English Teachers’ Perceptions about Early Field Experiences: Value, Benefits, and Challenges</span></p>
<p><span>Leilya Pitre</span></p>
<p><span>Chapter 3.</span><span> Differing Approaches to Teacher Preparation: Perceptions of Collaboration in the Field</span></p>
<p><span>Natalie B. Tye and Sandy Hutchinson</span></p>
<p><span>Chapter 4.</span><span> The Perfection Trap: The Influence of ‘Perfectionism’ Upon Pre-Service and Early Career Teachers</span></p>
<p><span>Ai Kamei and Eden Haywood-Bird</span></p>
<p><span>Chapter 5.</span><span> Exploring the Democratic Development of Teacher Candidates: Mentor Teacher Perceptions of Facilitating Spaces in the Clinical Model</span></p>
<p><span>Michael Hess, Charles Lowery, Sara L. Hartman, Christopher Kennedy, Marcy Keifer-Kennedy, Ann Kaufman, and Madison Paige McClain</span></p>
<p><span>Chapter 6.</span><span> The Wicked Problem of Clinical Placement Selection and Preparing Teacher Candidates for Diverse Classrooms</span></p>
<span>Kendra Hearn and Kevin Hankinson</span>
<p><span>Chapter 7.</span><span> Measuring the Effects of a Merged, Dual-Certification Program in Elementary and Special Education on Preservice Teachers’ Sentiments, Attitudes, and Concerns about Inclusive Education and Efficacy to Implement Inclusive Practices: A Comparative Study</span></p>
<p><span>Miriam G. Lipsky and Andrea Adelman</span></p>
<p><span>Chapter 8.</span><span>Community-based Fieldwork as Clinical Practice: Re-Envisioning the Relationship between Curriculum, Teachers, and Learners</span></p>
<p><span>Heidi L. Hallman and Melanie N. Burdick</span></p>
<p><span>Chapter 9.</span><span> Statewide Perspectives on Developing and Sustaining Partnerships for Clinical Experiences in Teaching</span></p>
<p><span>Vincent Connelly, Laura Wasielewski, Megan L. Birch, and Stephen J. Bigaj</span></p>
<p><span>Chapter 10.</span><span> “What Else Can We Do?”: Teacher Preparation Programs as Fields of Epistemological Community Transformations</span></p>
<p><span>Carmen Ocón</span></p>
<p><span>Chapter 11.</span><span> Epilogue: Considerations for the Future of Clinical Practice in Teacher Preparation</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>About the Editor and Authors</span></p>
<p></p>
<p><span>Acknowledgments</span></p>
<p><span>Chapter 1.</span><span> Teaching as a Clinical Practice Profession</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>Chapter 2.</span><span> Preservice English Teachers’ Perceptions about Early Field Experiences: Value, Benefits, and Challenges</span></p>
<p><span>Leilya Pitre</span></p>
<p><span>Chapter 3.</span><span> Differing Approaches to Teacher Preparation: Perceptions of Collaboration in the Field</span></p>
<p><span>Natalie B. Tye and Sandy Hutchinson</span></p>
<p><span>Chapter 4.</span><span> The Perfection Trap: The Influence of ‘Perfectionism’ Upon Pre-Service and Early Career Teachers</span></p>
<p><span>Ai Kamei and Eden Haywood-Bird</span></p>
<p><span>Chapter 5.</span><span> Exploring the Democratic Development of Teacher Candidates: Mentor Teacher Perceptions of Facilitating Spaces in the Clinical Model</span></p>
<p><span>Michael Hess, Charles Lowery, Sara L. Hartman, Christopher Kennedy, Marcy Keifer-Kennedy, Ann Kaufman, and Madison Paige McClain</span></p>
<p><span>Chapter 6.</span><span> The Wicked Problem of Clinical Placement Selection and Preparing Teacher Candidates for Diverse Classrooms</span></p>
<span>Kendra Hearn and Kevin Hankinson</span>
<p><span>Chapter 7.</span><span> Measuring the Effects of a Merged, Dual-Certification Program in Elementary and Special Education on Preservice Teachers’ Sentiments, Attitudes, and Concerns about Inclusive Education and Efficacy to Implement Inclusive Practices: A Comparative Study</span></p>
<p><span>Miriam G. Lipsky and Andrea Adelman</span></p>
<p><span>Chapter 8.</span><span>Community-based Fieldwork as Clinical Practice: Re-Envisioning the Relationship between Curriculum, Teachers, and Learners</span></p>
<p><span>Heidi L. Hallman and Melanie N. Burdick</span></p>
<p><span>Chapter 9.</span><span> Statewide Perspectives on Developing and Sustaining Partnerships for Clinical Experiences in Teaching</span></p>
<p><span>Vincent Connelly, Laura Wasielewski, Megan L. Birch, and Stephen J. Bigaj</span></p>
<p><span>Chapter 10.</span><span> “What Else Can We Do?”: Teacher Preparation Programs as Fields of Epistemological Community Transformations</span></p>
<p><span>Carmen Ocón</span></p>
<p><span>Chapter 11.</span><span> Epilogue: Considerations for the Future of Clinical Practice in Teacher Preparation</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>About the Editor and Authors</span></p>
<p></p>
<p><span>Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.</span></p>
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