Rowman & Littlefield Publishers / Association of Teacher Educators
Pages: 148
•
Trim: 6¼ x 9⅜
978-1-4758-3923-4 • Hardback • October 2017 • $59.00 • (£39.95)
978-1-4758-3924-1 • Paperback • October 2017 • $30.00 • (£19.95)
978-1-4758-3925-8 • eBook • October 2017 • $28.50 • (£18.95)
Caroline M. Crawford is an associate professor of instructional design and learning technologies at the University of Houston-Clear Lake. She focuses her areas of impact upon instructional design, performance improvement, and learning theories within communities of learning, communities of practice and the appropriate and successful integration of technologies into differentiated learning environments of distributed including online and mobile, hybrid and traditional.
Sandra L. Hardy is founder and executive director of Hardy Education Resources. Her primary areas of focus include research and development pertaining to leadership and induction of K-12 and higher education educators, administrators, and other educational professionals’ development and related programs. Her services are based on the unique needs of the individual teacher as learner in connection to promoting effective communities of practice through dynamic collaborations while identifying and securing the required multilevel resources.
Foreword, Nancy P. Gallavan
Preface
Acknowledgements
Editors’ Note
Introduction, Caroline M. Crawford & Sandra L. Hardy
Overview and Framework, Caroline M. Crawford & Sandra L. Hardy
Chapter One: Learning Communities in Practice and Induction: Implications for Professional Development Organizations, Sandra L. Hardy
Chapter Two: Qualities of Effective Teacher Leaders, Meagan Musselman, Lynn Gannon Patterson & Greg Gierhart
Chapter Three: As the Moments Unfold: Developing Dispositions in Student Teacher-Mentor Teacher Relationships, Janine S. Davis & Victoria B. Fantozzi
Chapter Four: An Enhanced Role for Cooperating Classroom Teachers During Student Teaching: Effective Collaboration Within a Professional Learning Community, Billi L. Bromer
Chapter Five: Critical Understandings of Classroom Teachers as Associated Teacher Educators on Learning in Landscapes of Practice: A Case Study Approach, Sandra L. Hardy & Caroline M. Crawford
Afterword, Caroline M. Crawford & Sandra L. Hardy
About the Editors
About the Contributors
As teacher education appropriately focuses more and more on the importance of clinical practice, this practical yet intellectual approach outlines vital elements of true partnership between university and clinical partners. The powerful learning communities that form, allowing mentors to develop needed leadership skills, are studied and replicable field-specific practices are identified throughout.
— Dona R. Gibson, Professor of Education and Psychology, Friends University
As we think about teachers and all the skills they must possess to address our students’ multiple and many diverse needs, we must continue to remind ourselves of the key role teachers play in shaping students’ futures and that of our society. Likewise, we must not forget that teachers need ongoing professional support and engagements that are not only limited to, but also extend beyond school sites. As a teacher educator, I always recap with my students that there is no such a thing as a perfect curriculum, but there is such a thing as a perfect teacher. Indeed, perfect teachers make everything possible; but, they do not augment or sustain their perfection in isolation – they rely on their fellow teachers through collaborations, peer engagements as well as mentorship, and support from learning communities that help cultivate teacher to teacher mentality. This edited volume highlights what it truly takes to foster supportive environments for practicing teachers.
— Irina S. Okhremtchouk, Assistant Professor, Mary Lou Fulton Teachers College, Arizona State University
It has often been said that the teaching profession can be described as a very lonely profession as we enter our classrooms, close our doors and practice our profession with little professional interaction with other teachers or teacher educators. This book dispels these notions and provides examples of how all of us, as teacher educators, can work together to improve not only our practice and the practice of fellow teachers and teacher educators but also to improve the field of teacher education. Whether it be thru the development of professional learning communities or strengthening the student teaching triad, this book provides examples of how purposeful practice is important in our profession.
— D.John McIntyre, Professor Emeritus and Senior Visiting Professor in Curriculum Studies, Southern Illinois University