Swimming in Deep Waters. A Response to A Review of \u3cem\u3eTeaching as a Moral Practice\u3c/em\u3e

The authors respond to a review of their book, Teaching as a Moral Practice: Defining, Developing, and Assessing Dispositions. The authors emphasize a vision of shared commitments for quality teaching whereby teacher-educators instill and nurture the wisdom and virtue that a moral teacher must possess in order to teach in a variety of circumstances where clear-cut answers do not exist. In addition, teacher-educators help teachers discern how, in that context, they should enact particular knowledge, skills, and commitments to reach desired ends. The key to enact this vision of teaching as a shared, moral practice is critical colleagueship

Feiman-Nemser, Sharon, From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching, Teachers College Record, 103(December, 2001), 1013-1055.

Proposes a curriculum continuum for teacher education including central tasks for preservice education (5), induction (5), and continuing professional development (4); appraises current practices in light of these proposals and cites exemplary programs in each of these three phases

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

This paper was written to stimulate discussion and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teachers over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction, and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages

Mind Activity in Teaching and Mentoring

Increasingly educators and policy makers recognize that new teachers need help making the transition to independent teaching. One particularly important role mentor teachers can play is to help beginning teachers to focus on students\u27 mind activity in order to build on their prior knowledge, experience, and interests, and to promote understanding and meaningful learning. Drawing on interview and observational data collected over two years, this article presents two detailed cases that portray educative mentoring and illustrate how new teachers\u27 personal history and professional school culture influence what they can learn even from serious mentoring. The authors also offer several directions for strengthening induction programs

Handbook of research on teacher education : enduring questions in changing contexts

xxxvi, 1354 p.; 26 c