Taking Teaching Seriously

How Liberal Arts Colleges Prepare Teachers to Meet Today's Educational Challenges in Schools

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Taking Teaching Seriously by Christopher Bjork, D. Kay Johnston, Heidi A. Ross, Taylor and Francis
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Author: Christopher Bjork, D. Kay Johnston, Heidi A. Ross ISBN: 9781317251064
Publisher: Taylor and Francis Publication: December 3, 2015
Imprint: Routledge Language: English
Author: Christopher Bjork, D. Kay Johnston, Heidi A. Ross
ISBN: 9781317251064
Publisher: Taylor and Francis
Publication: December 3, 2015
Imprint: Routledge
Language: English

"This highly readable book contains important lessons for us all." -Katherine Schultz, Graduate School of Education, University of Pennsylvania Taking Teaching Seriously expands and enriches discussions about teacher preparation in the United States. Its authors describe the unique contexts for teacher preparation offered by liberal arts institutions and analyze the effects of these programs on their graduates and on K-12 schools. They emphasize that the goals and conditions for teacher preparation differ from larger public institutions in several key respects including supervisor-student teacher relationships, philosophical foundations, and approaches to clinical fieldwork. Taken together, the essays provide compelling evidence that educational studies programs in liberal arts colleges and universities constitute a vital component of the teacher education system in the United States. Contributors: Irving Epstein, Alice Lesnick, Alison Cook-Sather, Lisa Smulyan, Vicki Kubler LaBoskey, Linda R. Kroll, Christopher Roellke, Jennifer Rice, Susan Riemer Sacks, Charlotte Mendoza

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

"This highly readable book contains important lessons for us all." -Katherine Schultz, Graduate School of Education, University of Pennsylvania Taking Teaching Seriously expands and enriches discussions about teacher preparation in the United States. Its authors describe the unique contexts for teacher preparation offered by liberal arts institutions and analyze the effects of these programs on their graduates and on K-12 schools. They emphasize that the goals and conditions for teacher preparation differ from larger public institutions in several key respects including supervisor-student teacher relationships, philosophical foundations, and approaches to clinical fieldwork. Taken together, the essays provide compelling evidence that educational studies programs in liberal arts colleges and universities constitute a vital component of the teacher education system in the United States. Contributors: Irving Epstein, Alice Lesnick, Alison Cook-Sather, Lisa Smulyan, Vicki Kubler LaBoskey, Linda R. Kroll, Christopher Roellke, Jennifer Rice, Susan Riemer Sacks, Charlotte Mendoza

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