Becoming A Teacher In A Field Based Setting

Designed to support those teacher-preparatory programs that are becoming more field-based, this text offers a traditional framework for the methods or education course, while adding the field based component. While most texts offer methods and philosophies of teaching, BECOMING A TEACHER IN A FIELD-BASED SETTING presents these and then links all the theory to actual practice. This text is praised for its participatory nature through the use of activities and portfolio entries that help students reflect on their field experiences.

Teacher education is an evolving field with multiple pathways towards teacher certification. Due to an increasing emphasis on the benefits of field-based learning, teachers can now take alternative certification pathways to become teachers. The Handbook of Research on Field-Based Teacher Education is a pivotal reference source that combines field-based components with traditional programs, creating clinical experiences and “on-the-job” learning opportunities to further enrich teacher education. While highlighting topics such as certification design, preparation programs, and residency models, this publication explores theories of teaching and learning through collaborative efforts in pre-Kindergarten through grade 12 settings. This book is ideally designed for teacher education practitioners and researchers invested in the policies and practices of educational design.

Builds upon an increasingly popular trend of turning teacher-preparatory programs into more field-based operations. This text offers a traditional framework for a methods or education course, while adding the field-based component. Portfolio assessment is explained in the text, and illustrated by the various activities. This unique combination of pre-service and in-service voices is being called for throughout the discipline. While most Introduction to Education texts offer methods of teaching and various philosophies of teaching, BECOMING A TEACHER presents these and then links all the theory to actual practice. This text is praised for the participatory nature of the text through the use of activities and portfolio entries that help students reflect on their field experience.

Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.

Field education is considered by social workers to be the most crucial part of their professional preparation, as it allows students to engage with communities, apply theoretical concepts, and develop their skill sets. In Achieving Competence in Social Work Through Field Education, Marion Bogo synthesizes current and emerging knowledge on field education with the latest findings in the empirical literature. Bogo, an international leader in social work field education, has published extensively in the field. This new book delves into the rich theoretical and practical knowledge advancements of recent years to synthesize the processes that facilitate hands-on learning. With in-depth frameworks, approaches, and educational principles, as well as an appendix of evaluation tools, Bogo's writing is both insightful and widely applicable. Achieving Competence in Social Work through Field Education is accessible for faculty members, field instructors, and students who are looking to explore the possibilities of field teaching and learning in social work.

Teachers in their first few years of their teaching career require high quality, structured support to begin the journey towards becoming experts. Establishing research-based best practices and working habits set up early career teachers for a fulfilling and successful career. The requirements of teachers are constantly changing, and teachers need to continually adapt their knowledge and practices to fit schools’ changing demographics. Having a toolbox of research-based best practices to draw upon can support early career teachers as they move from theory to practical application when the learning curve is the steepest. Strengthening the system of support includes increasing teachers’ influence over their day-to-day work and developing positive and supportive cultures of learning. Supporting Early Career Teachers With Research-Based Practices presents both theoretical and practical research to support the conceptual understanding of educational praxis for common areas with which early career educators may require additional expertise or support. This book is intended to be a valuable contribution to the body of literature in the field of education by supplying research-based teaching practices for modern education. Primary topics covered include professional learning, classroom management, student-teacher relationships, teaching diverse students and inclusive educational practices, and teacher self-care strategies. This book is a valuable reference tool for early career teachers of all subject areas and grade levels, school administrators, teacher mentors and guides, education faculty in higher education, educational researchers, curriculum developers, instructional facilitators, practicing teachers, pre-service teachers, professional development coordinators, teacher educators, researchers, academicians, and students interested in teaching practices and support for the early career teacher.