The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Improving Coherence in Teacher Education: Features of a Field-Based Methods Course Partnership
Abstract
This chapter describes the author's work as a teacher educator to establish, sustain, and improve a methods course partnership with a local K-6 school using an integrated school-situated, practice-based model. The model was designed with an aim of improving the coherence of teacher candidates' experiences and learning to better prepare them for the complicated work of equitable teaching. Coherent field-based components in teacher education offer opportunities to mitigate divisions between 1) theory and practice and 2) coursework and fieldwork. The chapter begins with a definition of coherence, describes how this definition of coherence was used to design an elementary literacy/social studies methods course, shares data to evaluate the course from the perspective of the teacher candidates, and describes what candidates learned by participating in the course.
Related Content
|
Alina Mărgărițoiu, Simona Eftimie.
© 2024.
24 pages.
|
|
Claudiu Langa, Adriana Nicoleta Lazar.
© 2024.
24 pages.
|
|
Gina Florentina Tudorache, Angela Stan.
© 2024.
35 pages.
|
|
Sanjeev Kumar.
© 2024.
18 pages.
|
|
Sofia Loredana Tudor, Adriana Nicoleta Lazăr.
© 2024.
21 pages.
|
|
Mihai Elena Claudia.
© 2024.
26 pages.
|
|
Mihaela Suditu, Mihaela Badea.
© 2024.
20 pages.
|
|
|