Proactive Images for Pre-Service Teachers

Identity, Expectations, and Avoiding Practice Shock
1. Auflage 2019
ISBN: 978-3-030-13493-8
Verlag: Springer International Publishing

Buch, Englisch, 210 Seiten, Format (B × H): 148 mm x 210 mm, Gewicht: 291 g

This book provides tools to help pre-service teachers and teacher-preparation programs identify, evaluate, and respond to misaligned expectations early in the teacher-preparation sequence. Plato tells the story of prisoners who mistake the shadows on the wall of their cave for flesh-and-blood reality. These “shadow narratives” dominated their expectations, and when confronted with a three-dimensional reality that bore little resemblance to the shadows, the prisoners were blinded by the light. Surrounded by images and rhetoric that reduce the fullness of teaching to flat, two-dimensional representations, today's pre-service teachers tend to develop expectations of teaching that resemble the shadows more than they resemble reality. These misaligned expectations often lead to practice shock: the painful and disillusioning cognitive dissonance that comes about when unsustainable expectations collide with real-world practice. Intended as a proactive manual for mitigating practice shock,this book shines a light on the shadows by giving pre-service teachers the tools to examine, confront, and revise their own misaligned expectations of teaching before they reach the point of crisis. 

Zielgruppe

Research

Autoren/Hrsg.

Delamarter, Jeremy

Fachgebiete

• Wirtschaftswissenschaften Betriebswirtschaft Bereichsspezifisches Management Betriebliches Gesundheitsmanagement
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

1. Beginnings.- 2. Why Expectations Matter.- 3. One Step Removed.- 4. Concern, Control, and Change.- 5. The Heart vs. The Head.- 6. Losing Your Illusions.- 7. Becoming Something New.- 8. So Much Left to Learn.

Über Autor(innen)

Jeremy Delamarter is Associate Professor and Director of Alternative Routes to Certification at the College of Education at Northwest University, USA.