Rowman & Littlefield Publishers / Association of Teacher Educators
Pages: 132
•
Trim: 6¼ x 9½
978-1-4758-3917-3 • Hardback • October 2017 • $74.00 • (£57.00)
978-1-4758-3918-0 • Paperback • October 2017 • $38.00 • (£30.00)
978-1-4758-3919-7 • eBook • October 2017 • $36.00 • (£30.00)
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
Editor’s Note
Introduction, Caroline M. Crawford & Sandra L. Hardy
Overview and Framework, Caroline M. Crawford & Sandra L. Hardy
Chapter One: Classroom Teachers as Associated Teacher Educators: Applying ATE Standards for Teacher Educators, Romena M. Garrett Holbert & Robert Fisher
Chapter Two: Context is Everything: Increasing the Relevance of Preservice Teachers’ Experiences in Classroom Management Preservice Teaching, Benjamin R. Wellenreiter
Chapter Three: Becoming Teacher Educators: Transformational Journeys of Classroom Teachers, Nancy P. Gallavan
Chapter Four: Learning from Experience: Insights by Veteran Classroom Teachers on Teacher Preparation, Louise Ammentorp
Chapter Five: Classroom Teachers as Associate Teacher Educator Perspectives: Framing Dialogues and Professional Development Contexts amongst Professional Educators, Caroline M. Crawford
Afterword, Caroline M. Crawford & Sandra L. Hardy
About the Editors
About the Contributors
The editors and contributors of have provided primary evidence, through the chapters published, of the realization of the fulfillment of the mission cited by the ATE Commission on Classroom Teachers as Associated Teacher Educators. Each chapter promotes elements of the mission statement that “advocates quality teacher education through exemplary collaborative efforts and collegial understandings that reflect the inherent importance of classroom teachers as associated teacher educators.” For active teacher educators and affiliated practitioners, scholars and policy-makers, the chapters published in the book, Redefining Teacher Preparation: Learning from Experience in Educator Development, will serve as fundamental contributions to the contemporary voices and future menu of choices in teacher preparation for the 21st Century.
— Noran L. Moffett Ed.D, Professor, Department of Educational Leadership & Director, Office of Research Initiatives, School of Education, Fayetteville State University
Past research studies have revealed that the most “significant other” during a preservice teacher’s preparation program is the cooperating teacher. The authors who have contributed to Redefining Teacher Preparation: Learning from Experience in Educator Development recognize the importance of school administrators and classroom teachers in the preparation of new teachers and continued professional development of licensed teachers. Whether one is involved in a PDS or a traditional teacher education program, this book will aid those in the teacher education profession to recognize, elevate and sustain the important work and contributions of those P-12 administrators and teachers in teacher preparation. It is a must-read for all teacher educators!
— D.John McIntyre, Professor Emeritus and Senior Visiting Professor in Curriculum Studies, Department of Curriculum and Instruction, Southern Illinois University
Redefining Teacher Preparation: Learning from Experience in Educator Development makes a significant contribution to teacher education by addressing the significant role of classroom teachers in educator preparation programs. Effective programs are built upon mutually beneficial partnerships between K-12 and higher education institutions. Research shows that teacher candidates benefit from the mentoring of K-12 faculty who serve as associated teacher educators. Likewise, associated teacher educators have opportunities for professional development that they may not otherwise have. The editors and authors of this text expertly develop a case for such partnerships by sharing research and practical examples of the changing roles, expectations, and professional growth/transformation of associated teacher educators. The text is a must-have resource for teacher educators; P-12 classroom teachers who currently serve as, or aspire to be, associated teacher educators; P-12 administrators; and anyone else committed to providing quality mentoring and field-based experiences for teacher candidates.
— Annette D. Digby, dean, Thayer School of Education, Wingate University, Wingate, NC
Teacher preparation has long relied on the professional expertise of the classroom teachers where pre-service teachers have gained invaluable opportunities to develop their teaching skills. While all teacher preparation programs utilize these individuals, there is little research regarding their preparation for their role. This book will certainly provide a rich resource for those interested in improving the clinical experiences of novice teachers.
— Shirley Lefever PhD, interim vice president and provost, Wichita State University; past president, Association of Teacher Educators (ATE)