Full Description
How can early and preservice teachers master the complex practice of teaching? This clearly written, research-based guide shows how to successfully navigate coursework, build relationships with mentors, and negotiate fieldwork and student teaching while developing metacognitive thinking skills. These are skills that allow teachers to continuously reflect on instructional practices and adapt them to fit their own teaching context and their students' diverse needs. Metacognitive teaching requires higher-level thought processes that, for teachers, include making connections among each segment of the teacher preparation program, as well as deciding how these experiences directly and effectively apply to their classrooms. The authors argue that this kind of support is needed early in the journey of a teacher if they are to succeed and remain in the classroom.
Book Features:
Engages and empowers teacher candidates to become metacognitive teachers.
Encompasses the entire preservice program, while also being of help to novice teachers.
Includes key points, vignettes, and reflection questions.
Based on research from a 3-year longitudinal, national study of teacher candidates.
Contents
Contents (Tentative)
Foreword Gerald G. Duffy
Preface
Acknowledgments
1. Evidence-Based and Metacognitive Teaching: A Brief Overview
Considering Your Plans for Teaching
Reflecting on Teaching
Thinking about Metacognition
How to Make the Most of This Book
Contemplate This Vision of Teaching
Further Readings and Resources
2. Metacognitive Practice from Student Teaching to Novice Teaching: Fitting the Pieces Together
Anticipating the Chapter Topics
Your Transitioning Role
Metacognition and Metacognitive Teaching
Teacher Knowledge and Metacognitive Teaching
What Are the Characteristics of Metacognitive Teachers?
The Effectiveness of Metacognitive Teaching
Reflecting on This Chapter
Further Readings and Resources
3. Focusing on Coursework for Professional Background Knowledge
Anticipating the Chapter Topics
Signature Aspects of Teacher Preparation Programs
Choosing your Teacher Preparation Program-What Stands Out?
Navigating the Activity of Teaching
Metacognitive Teaching as Knowledgeable Navigation
The Metacognitive Teaching Cycle
Reflecting on This Chapter
Further Readings and Resources
4. The Complexity of Becoming a Teacher in University, School, and Classroom Contexts
Anticipating the Chapter Topics
Experiencing Differing Contexts—An Example
Plotting a Course in a Complex Context
Reflecting on This Chapter
Further Readings and Resources
5. Connecting Coursework to Instruction
Anticipating the Chapter Topics
Pre-requisites for Adaptations
How Can You Learn About Teaching from Lesson Planning?
How Can You Learn About Teaching While Teaching (In-the-Moment)?
How Can You Learn About Teaching After Teaching, as You Reflect on What You Taught?
Reflecting on This Chapter
Further Readings and Resources
6. Negotiating Classroom Complexity
Anticipating the Chapter Topics
The Teaching Journey
The Arc of a Teaching Career-DeVere's Experiences
Teaching: An Ill-Structured Domain
Fitting the Pieces of the Teaching Puzzle Together
Reflecting on This Chapter
Further Readings and Resources
7. Your Teaching Journey
Anticipating the Chapter Topics
Growing in Teaching Over Time
Building on the Foundation
Achieving Balance
The Best Job in the World
Reflecting on This Chapter
Further Readings and Resources
Appendix: Supplementary Materials for Course Instructors, Mentor Teachers, Instructional Coaches, and Administrators
Glossary
References
Index
About the Authors
