How Teachers Learn: An Educational Psychology of Teacher Preparation

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Michael D. Andrew, James R. Jelmberg
Peter Lang, 2010 - Education - 220 pages
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The essential goal for teacher education seems clear: to provide our nation's schools with the best possible teacher candidates. This statement is a basic one, yet the ramifications for our nation's children and our country's future are critical. In the words of editor Michael D. Andrew, "Good teachers are at the heart of good schools, and to produce better teachers is to proportionately produce better education." This book shows us how to provide the best possible preparation for our nation's teachers. Through a case study of the five-year teacher education program at the University of New Hampshire (UNH) and selected research articles and convention presentations related to the program, How Teachers Learn documents the evolution and achievements of a progaram that is a model of the best practices for teacher preparation.

" this book is assembled the results of over 30 years of research and reflection documenting the positive results from designing a thoughtful and rigorous model of teacher education."---Richard L. Schwab, University of Connecticut

"How Teachers Learn reveals the long-term and ongoing processes of faculty dialogue and collaborative self-reflection that are key to UNH's success in producing teacher-leaders who can significantly enhance the lives of children and contribute to school reform efforts."---Jeanne Ellis Ormrod, University of Northern Colorado

"This book shows why quality and depth of teacher preparation matter. Researchers and practitioners alike will benefit from the insights into the collaborative change process, an authentic full-year teaching intership, and the richly detailed summaries of research unpacking what works---and why---in teacher education."---David M. Moss, University of Connecticut

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The FiveYear
The Educational Psychology of a Collaborative Approach
Shared Accountability in Developing Maintaining
Admission to the University of New Hampshires Teacher
Not Everyone Can Be a Good Teacher
A Summary of the Knowledge Base Underlying
Using Portfolios to Mediate Learning and Inquiry
Assessing Entry Retention Classroom Performance
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About the author (2010)

Michael D. Andrew is the visionary founder and longtime director of the five-year teacher education program at UNH. This undergraduate-graduate program began in 1974, ten years before the Carnegie institute, the Holmes Group, and other national reports recommended that teacher education be moved to the graduate level. Andrew is the 2009 recipient of the American Association of Colleges for Teacher Education's David Imig Award for Distinguished Achievement in Teacher Education, which recognizes distinguished achievement in Teacher Education's which recognizes distinguished achievement in the field of policy or research in education.
James R. Jelmberg is an intern supervisor in the five-year teacher education program at UNH. He has been a consultant in middle school education for coleges in New Hampshire and school education for colleges in New Hampshire and schools in South Africa. Jelmberg is the co-editor of the Outdoor Classroom: Integrating Education and Adventure (2007), a textbook for curriculum and outdoor education courses. His research publications include such topics as college-based teacher education programs versus state-sponsored alternative certification programs, and comparing student perceptions of instruction in teacher education and other college courses.

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