Read more
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.
List of 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
About the author
Caroline M. Crawford is an associate professor of instructional design and learning technologies at the University of Houston-Clear Lake. She focuses her areas of impact upon instructional design, performance improvement, and learning theories within communities of learning, communities of practice and the appropriate and successful integration of technologies into differentiated learning environments of distributed including online and mobile, hybrid and traditional.Sandra L. Hardy is founder and executive director of Hardy Education Resources. Her primary areas of focus include research and development pertaining to leadership and induction of K-12 and higher education educators, administrators, and other educational professionals’ development and related programs. Her services are based on the unique needs of the individual teacher as learner in connection to promoting effective communities of practice through dynamic collaborations while identifying and securing the required multilevel resources.
Summary
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.
