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Responding to multiple scholarly, policy, and practical calls for a greater focus on clinical teacher preparation, this volume operates on the assumption that few experiences in future teachers' training are more important than their field experiences. This text introduces the model of critical, project-based (CPB) clinical experiences, which provides teacher candidates with exemplary on-the-ground training, honors veteran teachers as school-based teacher educators, and offers university-based teacher educators new roles that ensure their practices and scholarship are explicitly relevant to all of schools' constituents. Answering the call for relevant, high quality, clinically-based teacher education, this volume will offer scholarly and narrative examinations of examples of CPB clinical experiences that will be of interest to all involved in and impacted by educator preparation programs.
Table des matières
Foreword
Rodrick Lucero, AACTE
Chapter 1: "Critical, Project-Based Clinical Experiences: Their Original and Their Elements"
Kristien Zenkov and Kristine E. Pytash
Chapter 2: "The Affective Archive Project: Engaging Affect Toward Critical Practice in a School-Immersed Literacy Methods Course"
Ashley Cartun, Elizabeth Dutro, and Kim Melnychenko
Chapter 3: "Valuing Uncertainty: The Role of Purposeful, Supported Discomfort in Critical, Project-Based Teacher Education"
Heidi Lyn Hadley, T. Hunter Strickland, and Kevin J. Burke
Chapter 4: "Building Critical, Project-Based Clinical Experiences across an Elementary PDS Program"
Melissa A. Gallagher, Seth A. Parsons, Audra Parker, Lois Groth, Betsy Levine Brown, Courtney Baker, Jennifer M. Suh
Chapter 5: "Critical Experiences with Assets-Based Literacy Intervention: A Social Design Experiment"
Keith Newvine, Heather Waymouth, and Kathleen A. Hinchman
Chapter 6: "Praxis Meets Praxis: Exploring the Development of Teachers of Writing in a Critical, Project-Based Clinical Experience"
Kristine E. Pytash and Elizabeth "Lisa" Testa
Chapter 7: "Resistance, Persistence, and a Whole Lot of Wobble: Two Teacher Educators Compare their Critical, Project-Based Clinical Experiences"
Meghan E. Barnes and Lindy L. Johnson
Chapter 8: Critical, Project-Based Clinical Experiences and Youths’ Perspectives on ‘Exceptional’ Teaching
Kristien Zenkov, Rory Dippold, Amber Jensen, and Michelle Lague
Chapter 9, "Writing Our Lives: Preparing Teachers to Teach 21st Century Writers In and Out of School"
Marcelle M. Haddix
Chapter 10: "Citizenship and Power: Perspectives from a Critical, Project-Based Clinical Experience"
Anthony Pellegrino, Nisreen Daoud, and Lindsay Zurawski
A propos de l'auteur
Kristien Zenkov is a professor of Education at George Mason University, USA.
Kristine E. Pytash is an associate professor in Teaching, Learning and Curriculum Studies at Kent State University, USA.
Résumé
This text introduces the model of critical, project-based (CPB) clinical experiences, which provides teacher candidates with exemplary on-the-ground training and offers university-based teacher educators new roles that ensure their practices and scholarship are explicitly relevant to all of schools’ constituents.
