R&L Education
Pages: 314
•
Trim: 6¾ x 9¾
978-1-60709-551-4 • Hardback • February 2011 • $110.00 • (£85.00)
978-1-60709-552-1 • Paperback • February 2011 • $55.00 • (£42.00)
978-1-60709-553-8 • eBook • February 2011 • $52.00 • (£40.00)
Audrey Cohan is a professor in the Division of Education at Molloy College, Rockville Centre, NY. She has published on child sexual abuse and effective professional development practices. Andrea Honigsfeld is associate dean in the Division of Education at Molloy College, Rockville Centre, NY. She received several awards including a Fulbright Lecturing Award, Outstanding Dissertation Award, and ESL Educator of the Year Award.
Foreword
Preface
Section I: Preservice Teacher Education
1. Mirrors, Maps, and Torchlights: Enacting a Conceptual Framework for Teacher Education
2. "I Would Rather Feel Uncomfortable in an Education Class than at the School Where I Teach": Cultural and Political Vignettes as a Pedagogical Approach in Teacher Education
3. Building a Bridge from the Experiential to the Textual: Preparing Critical Readers for a Complex Teaching Terrain
4. Raising the Bar for 21st Century Teacher Preparation
5. Practice-Based Teaching and Community Field Experiences for Prospective Teachers
6. High Impact Practices and the Preparation of Educators in the New Era
7. Service-Learning as a Vehicle for Examining Assumptions about Culture and Education
8. Modeling Assessment and the Impact on K-16 Student Learning
Section II: Inservice Teacher Education
9. When Mentoring is Not Enough: A Multi-Year Induction Program
10. When All Really Means All: Schools of Promise, Schools of Reform, and Innovative Professional Development
11. Technology on the Frontier of Inservice Teacher Education
12. Teaching Outside the Book: Inservice Teacher Education for a New World
13. Promoting Teachers' Social and Emotional Competencies to Support Performance and Reduce Burnout
14. From Muteness to Provocation: An Emerging Developmental Model of Teacher Leadership
Section III: Collaborative Teacher Education Practices
15. Grow Your Own Teachers: Community-Based Change in Teacher Education
16. Cooking "Hickory Soup" and Other Ways to Develop Successful Interprofessional Internships for Preservice Teachers
17. Foreign Language Teacher Technology Education: Innovation Through Social Networking
18. School-Community Based Urban Teacher Education as a Voice for the Community
19. The Association of Raza Educators: Community-Based Teacher Organizing and the Development of Alternative Forms of Teacher Collaboration
20. School Improvement: Collaboration for Success
Section IV: Global Perspectives on Teacher Education
21. Preparing New Teachers for the Full Catastrophe of the 21st Century Classroom: Integrating Mindfulness Training into Initial Teacher Education
22. Engaging Imaginations and Emotions in Preservice Teacher Education
23. Teacher Induction in Scotland: Once Little Short of Scandalous, Now World Class
24. Cooperating Across Cultures: Professional Development in a Chinese Minority Region
25. Breaking the Mold to Mend the Wounds: An Innovative Model of Collaborative Practice to Further Aboriginal Student Learning
26.Participatory Action Research for Teacher Development in Malawi
Afterword
Breaking the Mold of Preservice and Inservice Teacher Education addresses enduring issues of teachers' professional learning. Teachers' learning is intimately connected with the learning of their students and how to prepare and support teachers in their work in increasingly diverse and challenging classrooms is of fundamental importance. It has never been more so when accountability mechanisms can constrain teacher creativity. This volume explores questions about the relationship of theory and practice and is concerned about the purposes of education as well as the best ways to help teachers think about and practice their teaching. These are global issues and it is heartening to see contributions from around the world from a range of perspectives.
— Dr. Pamela Munn, past president of the British Educational Research Association, emeritus professor of curriculum research at the University of E
These accounts of the implementation of best practices, including mentoring, social and emotional learning, teacher leadership, and community involvement, illustrate instances where the knowing-doing gap has been bridged to create positive outcomes for students. Thoughtful practitioners will be inspired by this compendium of innovative ideas that have been documented as breaking the mold of traditional ideas and practices in preservice and inservice teacher education.
— Marilyn Johnson, Ed.D., assistant superintendent, North Bellmore UFSD, NY
Given the complexities of education in the 21st century, there remains an urgency for innovative and thoughtful approaches to preservice and inservice teacher education. The impressive US and international collection represented in Breaking the Mold offers the reader important and unique perspectives into teacher education ranging from the university classroom to the schoolhouse door. The contributions are both rigorous and relevant and are presented in a narrative form that captures both the hearts and minds of the reader. These chapters come alive with the lived experiences of passionate educators each of whom offers deep insight and innovative practices. Simply put, Breaking the Mold more than lives up to its title and as such is a must read for those who care about the future of education.
— Alan J. Daly Ph.D., University of California, San Diego