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Re-envisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago. Grounded in sociocultural theory, the book documents how teacher educators, school and community partners, and teacher candidates in the program confront challenges and facilitate their students' learning, development, and achievement. By successfully and collaboratively developing instructional partnerships and embedding programs in urban schools and communities, the contributors demonstrate that it is possible to break the conventional mold of teacher education and better prepare the next generation of teachers.
List of contents
Part I: Foundations & Frameworks
Chapter 1
Innovation and Collaboration in Teacher Education
Ann Marie Ryan
Chapter 2
Framing our Approach to Teacher Education: Sociocultural Theory and the Field-based Apprenticeship Model
Kristin Davin & Ali Kushki
Chapter 3
Using Backward Design to Prepare Effective Teachers for the 21st Century
Amy J. Heineke
Part II: Mutually Beneficial Partnerships
Chapter 4
Realizing Mutual Benefits through Partnering on Teaching and Learning: Loyola, Senn High School, and the International Baccalaureate
Charles Tocci & David Gregg
Chapter 5
Situating Work in Parochial Schools: Partnerships with Catholic Schools to Prepare Teachers
Michelle P. Lia, Lorraine A. Ozar, Erika L. Mickelburgh, & Kathleen Lee
Chapter 6
Introductions to Informal Learning: Museums and Cultural Instructions as Partners in Field-based Teacher Education
Lara K. Smetana, Amy Bedford, Jenna Carlson, Megan Clark, Kyla Cook, Colleen Incandela, Heidi Moisan, Heidi A. Rouleau, & Stephanie Stecz
Chapter 7
Data-based Decision Making across Educational Stakeholders and Systems: Avoiding the Pitfalls of Being Data-driven through Productive Partnerships That Can Support Educational Equity
Sabina Rak Neugebauer, Diane Morrison, Vicky Karahalios, Jessica Kibblewhite, Abby Weinstein, Evan Harper, Haley Jones, Shauna Lenihan, Fenner Oosterbaan, & Carly Tindall
Part III: Curriculum, Instruction, & Assessment
Chapter 8
Preparing All Teachers for Inclusive Classrooms: Teacher Expertise for Diverse Learners
Sarah Cohen, Elina Giatsou, Amanda Roudebush, & Amy J. Heineke
Chapter 9
Teacher Candidates’ Reflections on Literacy Pedagogy and Practices in Authentic Classroom Experiences
Aimee Papola-Ellis, Jenna Nelson, & Jane M. Hunt
Chapter 10
Learning to Teach International Mindedness: Being and Becoming Teachers in Communities of Practice
Seungho Moon, Kathleen Castillo-Clark, Kathleen Lee, Ann Marie Ryan, Taneal Sanders, & Jillian Estanich
Chapter 11
Embedding Inclusive Early Childhood Teacher Education Across a Continuum of Teacher Development
Adam S. Kennedy & Anna Lees
Chapter 12
Teacher Candidates’ Development of Dispositions for the Profession
David C. Ensminger, Kimberly S. Thier, & Robbie Jones
Part IV: Macro-level Practice & Policy
Chapter 13
Iterative Design and Implementation of Teacher Education: Refining our Work Moving Forward
Eilene A. Edejer & Adam S. Kennedy
Chapter 14
Teaching, Learning, and Leading with Schools and Communities: Teacher Education Policy for the 21st Century
Terri D. Pigott & David P. Prasse
About the author
Amy J. Heineke is Associate Professor of Bilingual and Bicultural Education at Loyola University Chicago, USA.
Ann Marie Ryan is Associate Professor of Teaching and Learning at Loyola University Chicago, USA.
Summary
Reenvisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago.
