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Supporting and challenging cooperating teachers to grow in their
mentoring and coaching practices with preservice teachers and also
in their own work as classroom teachers, this practical guide
presents and illustrates the Coaching with CARE model-a framework
for reflection and action that helps cultivate a perspective on
teaching that puts students at the center of teacher preparation
and places value on apprenticeship and participation in learning.
The CARE model takes a turn away from traditional evaluation-based
"training" approaches, offering a way for cooperating teachers, and
facilitators and university teacher educators who work with them,
to come together to shape innovative coaching and mentoring
experiences for preservice teachers. Mentoring Preservice Teachers
Through Practice, building on the authors' own work with
cooperating teachers, is based on the most recent research on
learning to teach and supporting preservice teachers and grounded
in the realities of teacher education today. Each chapter includes
questions for discussion and suggested readings that can be used to
explore the focus of the chapter more deeply as well as relevant
research reports published by the authors.
Uniquely bringing together discourse analysis, critical literacy,
and teacher research, this book invites teacher educators, literacy
researchers, and discourse analysts to consider how discourse
analysis can be used to foster critical literacy education. It is
both a guide for conducting critical discourse analysis and a look
at how the authors, alongside their teacher education students,
used the tools of discourse analysis to inquire into, critique, and
design critical literacy practices. Through an intimate look at the
workings of a university teacher education course and the discourse
analysis tools that teacher-researchers use to understand their
classrooms, the book provides examples of both pre-service teachers
and teacher educators becoming critically literate. The
context-rich examples highlight the ways in which discourse
analysis aids teachers' decision making in the moment and
reflections on their practice over time. Readers learn to conduct
discourse analysis as they read about critical literacy practices
at the university level. Designed to be interactive, each chapter
features step-by-step procedures for conducting each kind of
discourse analysis (narrative, critically oriented, multimodal),
sample analyses, and additional readings and resources. By
attending to the micro-interactions as well as processes that
unfold across time, the book illustrates the power and potential of
discourse analysis as a pedagogical and research tool.
Uniquely bringing together discourse analysis, critical literacy,
and teacher research, this book invites teacher educators, literacy
researchers, and discourse analysts to consider how discourse
analysis can be used to foster critical literacy education. It is
both a guide for conducting critical discourse analysis and a look
at how the authors, alongside their teacher education students,
used the tools of discourse analysis to inquire into, critique, and
design critical literacy practices. Through an intimate look at the
workings of a university teacher education course and the discourse
analysis tools that teacher-researchers use to understand their
classrooms, the book provides examples of both pre-service teachers
and teacher educators becoming critically literate. The
context-rich examples highlight the ways in which discourse
analysis aids teachers' decision making in the moment and
reflections on their practice over time. Readers learn to conduct
discourse analysis as they read about critical literacy practices
at the university level. Designed to be interactive, each chapter
features step-by-step procedures for conducting each kind of
discourse analysis (narrative, critically oriented, multimodal),
sample analyses, and additional readings and resources. By
attending to the micro-interactions as well as processes that
unfold across time, the book illustrates the power and potential of
discourse analysis as a pedagogical and research tool.
Supporting and challenging cooperating teachers to grow in their
mentoring and coaching practices with preservice teachers and also
in their own work as classroom teachers, this practical guide
presents and illustrates the Coaching with CARE model-a framework
for reflection and action that helps cultivate a perspective on
teaching that puts students at the center of teacher preparation
and places value on apprenticeship and participation in learning.
The CARE model takes a turn away from traditional evaluation-based
"training" approaches, offering a way for cooperating teachers, and
facilitators and university teacher educators who work with them,
to come together to shape innovative coaching and mentoring
experiences for preservice teachers. Mentoring Preservice Teachers
Through Practice, building on the authors' own work with
cooperating teachers, is based on the most recent research on
learning to teach and supporting preservice teachers and grounded
in the realities of teacher education today. Each chapter includes
questions for discussion and suggested readings that can be used to
explore the focus of the chapter more deeply as well as relevant
research reports published by the authors.
A revolutionary framework for preservice teacher learning centered
on justice-focused coaching that encourages culturally responsive
practice and disrupts systems of oppression. In Coaching in
Communities, researcher Melissa Mosley Wetzel, along with her
coauthors, distills the lessons of an eight-year study into a
transformative educator training model, Coaching with CARE (an
acronym for critical and content-focused, appreciative, reflective,
and experiential). She demonstrates how effective, contextual
teacher training can be a cornerstone of educational justice, which
occurs when all learners are supported to be successful in school
and when schools expand notions of success to include diverse ways
of life and learning. Wetzel shows how this new framework, which
draws from behavioral, cognitive, humanistic, and critical models
of coaching, can be used in professional and informal learning
contexts, and in dialogue with families and communities, to upend
the status quo, break down the expert-novice distinction, and
cultivate just forms of practice. As Wetzel notes, the work of
justice is collaborative, sustained engagement in resistance to
marginalization, racism, and other inequities. Coaching in
Communities presents a set of tools, including shared inquiry and
coaching cycles of observation, reflection, and debriefing, and
demonstrates how they work in real-life settings. With these tools,
teacher education programs as well as districts, schools, and other
organizations can train for change, which is one essential step in
school transformation.
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