Full Description
This 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.
Contents
Foreword, 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
