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Teacher to Teacher Mentality : Purposeful Practice in Teacher Education by Sandra L. Hardy (2017, Trade Paperback)
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About this product
Product Identifiers
PublisherRowman & Littlefield Publishers, Incorporated
ISBN-101475839243
ISBN-139781475839241
eBay Product ID (ePID)239750785
Product Key Features
Number of Pages148 Pages
LanguageEnglish
Publication NameTeacher to Teacher Mentality : Purposeful Practice in Teacher Education
SubjectEducational Psychology, Collaborative & Team Teaching, Professional Development, Teacher & Student Mentoring
Publication Year2017
TypeTextbook
Subject AreaEducation
AuthorSandra L. Hardy
FormatTrade Paperback
Dimensions
Item Height0.3 in
Item Weight8.2 Oz
Item Length9 in
Item Width6 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2017-047104
Reviews"As teacher education appropriately focuses more and more on the importance of clinical practice, this practical yet intellectual approach outlines vital elements of true partnership between university and clinical partners. The powerful learning communities that form, allowing mentors to develop needed leadership skills, are studied and replicable field-specific practices are identified throughout." --Dona R. Gibson, Professor of Education and Psychology, Friends University "As we think about teachers and all the skills they must possess to address our students' multiple and many diverse needs, we must continue to remind ourselves of the key role teachers play in shaping students' futures and that of our society. Likewise, we must not forget that teachers need ongoing professional support and engagements that are not only limited to, but also extend beyond school sites. As a teacher educator, I always recap with my students that there is no such a thing as a perfect curriculum, but there is such a thing as a perfect teacher. Indeed, perfect teachers make everything possible; but, they do not augment or sustain their perfection in isolation - they rely on their fellow teachers through collaborations, peer engagements as well as mentorship, and support from learning communities that help cultivate teacher to teacher mentality. This edited volume highlights what it truly takes to foster supportive environments for practicing teachers." --Irina S. Okhremtchouk, Assistant Professor, Mary Lou Fulton Teachers College, Arizona State University "It has often been said that the teaching profession can be described as a very lonely profession as we enter our classrooms, close our doors and practice our profession with little professional interaction with other teachers or teacher educators. This book dispels these notions and provides examples of how all of us, as teacher educators, can work together to improve not only our practice and the practice of fellow teachers and teacher educators but also to improve the field of teacher education. Whether it be thru the development of professional learning communities or strengthening the student teaching triad, this book provides examples of how purposeful practice is important in our profession." --D.John McIntyre, Professor Emeritus and Senior Visiting Professor in Curriculum Studies, Department of Curriculum and Instruction, Southern Illinois University, As we think about teachers and all the skills they must possess to address our students' multiple and many diverse needs, we must continue to remind ourselves of the key role teachers play in shaping students' futures and that of our society. Likewise, we must not forget that teachers need ongoing professional support and engagements that are not only limited to, but also extend beyond school sites. As a teacher educator, I always recap with my students that there is no such a thing as a perfect curriculum, but there is such a thing as a perfect teacher. Indeed, perfect teachers make everything possible; but, they do not augment or sustain their perfection in isolation - they rely on their fellow teachers through collaborations, peer engagements as well as mentorship, and support from learning communities that help cultivate teacher to teacher mentality. This edited volume highlights what it truly takes to foster supportive environments for practicing teachers., As teacher education appropriately focuses more and more on the importance of clinical practice, this practical yet intellectual approach outlines vital elements of true partnership between university and clinical partners. The powerful learning communities that form, allowing mentors to develop needed leadership skills, are studied and replicable field-specific practices are identified throughout., As we think about teachers and all the skills they must possess to address our students' multiple and many diverse needs, we must continue to remind ourselves of the key role teachers play in shaping students' futures and that of our society. Likewise, we must not forget that teachers need ongoing professional support and engagements that are not only limited to, but also extend beyond school sites. As a teacher educator, I always recap with my students that there is no such a thing as a perfect curriculum, but there is such a thing as a perfect teacher. Indeed, perfect teachers make everything possib≤ but, they do not augment or sustain their perfection in isolation - they rely on their fellow teachers through collaborations, peer engagements as well as mentorship, and support from learning communities that help cultivate teacher to teacher mentality. This edited volume highlights what it truly takes to foster supportive environments for practicing teachers., It has often been said that the teaching profession can be described as a very lonely profession as we enter our classrooms, close our doors and practice our profession with little professional interaction with other teachers or teacher educators. This book dispels these notions and provides examples of how all of us, as teacher educators, can work together to improve not only our practice and the practice of fellow teachers and teacher educators but also to improve the field of teacher education. Whether it be thru the development of professional learning communities or strengthening the student teaching triad, this book provides examples of how purposeful practice is important in our profession.
Table Of ContentForeword, Nancy P. Gallavan Preface Acknowledgements Editors' Note Introduction, Caroline M. Crawford & Sandra L. Hardy Overview and Framework, Caroline M. Crawford & Sandra L. Hardy Chapter One: Learning Communities in Practice and Induction: Implications for Professional Development Organizations, Sandra L. Hardy Chapter Two: Qualities of Effective Teacher Leaders, Meagan Musselman, Lynn Gannon Patterson & Greg Gierhart Chapter Three: As the Moments Unfold: Developing Dispositions in Student Teacher-Mentor Teacher Relationships, Janine S. Davis & Victoria B. Fantozzi Chapter Four: An Enhanced Role for Cooperating Classroom Teachers During Student Teaching: Effective Collaboration Within a Professional Learning Community, Billi L. Bromer Chapter Five: Critical Understandings of Classroom Teachers as Associated Teacher Educators on Learning in Landscapes of Practice: A Case Study Approach, Sandra L. Hardy & Caroline M. Crawford Afterword, Caroline M. Crawford & Sandra L. Hardy About the Editors About the Contributors
SynopsisThis text focuses upon professional discourse that revolves around induction efforts resulting from educators working together to inform one another's practice. Teacher to teacher mentality is the product of purposeful practice as educators serve to inform one another's preparation and development. Further, such mentality transcends boundaries to reach all levels of education and across contexts with cutting edge research and applications that promote the classroom teacher as associated teacher educator in the process. Therefore, this text is meant as a reflection of the current state of the profession and future research and development prospects pertaining to the concept of classroom teachers as associated teacher educators who through teacher to teacher mentality inform purposeful practice. This text serves also as a tool for promoting professional discourse concerning the classroom teachers as associated teacher educators in this regard. This is such an important discussion to be had, and yet only recently has the teacher education profession more fully realized, acknowledged and emphasized the integral impact of teacher to teacher mentality of classroom teachers as associated teacher educators engaged in purposeful practice. Such dynamic interchanges of teacher to teacher mentality extend to teacher candidates, novice classroom teachers, and teacher educators., This text focuses upon professional discourse that revolves around induction efforts resulting from educators working together to inform one another's practice. It also serves as a tool for promoting professional discourse concerning the classroom teachers as associated teacher educators.
LC Classification NumberLB1707
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