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Teacher education is under more scrutiny than ever as
standards-based education is becoming more and more the norm.
Although much literature is available that addresses developing
teacher education, no one addresses how to create and develop a
master's level program. Gary R. Galluzzo, Joan Packer Isenberg, C.
Stephen White, and Rebecca K. Fox, professors at the highly
regarded Graduate School of Education at George Mason University,
present a text to help deans and other professionals develop a
master's level degree program that meets the standards of the
National Board for Professional Teaching Standards. The various
sections explain in depth the facets of the program's design,
including how to qualify future students answering the call by the
National Board, provide researched evidence around Advanced Studies
in Teaching and Learning, and lastly, explore what will become the
new standards of accountability for teacher education. Using their
own experience as they reconceived their own program for a master's
degree for practicing teachers, the authors provide first-hand
accounts of their own expectations, outcomes, and continual
dilemmas to inspire more discussion how teacher education can
improve the quality of teaching in America's schools.
Very little information about the impact of reflection on teacher
performance, teacher retention, and student learning is available
in teacher preparation programs. This book provides practical and
research-based chapters that offer greater clarity about the
particular kinds of reflection that matter and avoids talking about
teacher reflection generically, which implies that all kinds of
reflection are of equal value. This book addresses five very
pertinent concepts: (1) teacher reflectivity in theory and
research, (2) teacher reflectivity in teacher education programs,
(3) teacher reflectivity with teacher candidates, (4) teacher
reflectivity in schools and classrooms, and (5) teacher
reflectivity and international perspectives.
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Paperback
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R398
R330
Discovery Miles 3 300
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