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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000004521765 | LB1731.4 T45 1999 | Open Access Book | Book | Searching... |
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Summary
Summary
This volume on collaborative learning for teachers includes: an alternative to the professional development school; descriptions of actual guidelines, activities and professional problem-solving methods; and discussions of the relationships between mentors and student/beginning teachers.
Reviews 1
Choice Review
Teacher-Mentor chronicles a multiyear effort of redesigning a secondary English teacher education program and renegotiating school/university connections. This guide for collaboration and renewal identifies key issues from the perspectives of cooperating teachers, university supervisors, and teacher candidates. By situating the specific stories or instances in educational research literature and by developing common themes, this edited volume would be useful in prompting honest discussion among teachers, university faculty, and student teachers. The focus on reflection and action research mirrors the best of practice for teaching children, preparing teachers, and supporting the ongoing professional development of practicing teachers. The discussion guides school-based and university-based teacher educators to take full advantage of their respective strengths. While many challenges are common to all types of teacher education, this book would be particularly useful for secondary English programs in that it focuses on key teaching techniques and dilemmas related to this subject area. Upper-division undergraduates, graduate students, faculty, and practitioners. B. J. Young University of Rhode Island
Table of Contents
| Foreword | p. xi |
| Preface | p. xiii |
| 1 Building Nets: Evolution of a Collaborative Inquiry Community Within a High School English Teacher Education Program | p. 1 |
| Part I Mentor Teacher/Teacher Candidate Relationship | p. 19 |
| 2 Maybe Not Everything, but a Whole Lot You Always Wanted to Know About Mentoring | p. 21 |
| 3 The Dialogue Journal | p. 34 |
| 4 Giving Up My Kids: Two Mentor Teachers' Stories | p. 46 |
| 5 Growing from a Teacher Candidate Challenge: A Teacher Researcher Stance in Response to Tension | p. 53 |
| Part II Teacher Research in a Collaborative Inquiry Community | p. 63 |
| 6 Teacher Candidate Research on Literacy in High School Classrooms | p. 65 |
| 7 Case Studies of Ourselves and Student Writers | p. 80 |
| 8 Small Group Book Sharing in Secondary Schools: A Teacher Candidate Research Project | p. 88 |
| 9 Using a Behavior Journal to Discover What Causes Disruptions: A Teacher Candidate Research Project | p. 96 |
| 10 The Research Team: A Project Involving Mentor Teacher, Teacher Candidate, and Their Students | p. 102 |
| Part III Issues of the Teacher Candidate | p. 111 |
| 11 Think Pieces: Connecting School and Campus Learning | p. 113 |
| 12 Coping with a Sense of Failure | p. 123 |
| 13 Discipline: Early Fears and Later Realities | p. 132 |
| 14 How to Lead a Classroom Discussion | p. 139 |
| 15 Setting Up Classroom Routines | p. 148 |
| Part IV Building a Collaborative Inquiry Community | p. 155 |
| 16 Toward an Equal Playing Field: The Role of the University Faculty from a Mentor Teacher Perspective | p. 157 |
| 17 A Declaration of Collaboration: In a Mentor Teacher's Voice | p. 163 |
| 18 Retrospective | p. 172 |
| About the Editors and the Contributors | p. 183 |
| Index | p. 187 |
