Rethinking Field Experiences in Preservice Teacher Preparation

Teacher Education and Special Education, 18(2), 103¥114. Lavadenz, M., & Hollins, E. (2015). Urban schools as settings for learning teaching. In E. Hollins (Ed.), Rethinking field experiences in pre-service teacher preparation (pp.

Rethinking Field Experiences in Preservice Teacher Preparation

The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.

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Rethinking Field Experiences in Preservice Teacher Preparation
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Type: BOOK - Published: 2015-03-12 - Publisher: Routledge

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Multicultural education is a construct that has been very useful for many years in harboring sensitivities teachers need in addressing diverse students. Now the discipline needs refreshing. In the global society, the idea of multicultural education, a decidedly Western formation, needs to expand its conceptual boundaries. Salient issues in multicultural
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Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical