Bridging a gap in the literature by offering a comprehensive look at how STEM teacher education programs evolve over time, this book explores teachHOUSTON, a designer teacher education program that was created to respond to the lack of adequately prepared STEM teachers in Houston and the emerging urban school districts that surround it.
Bridging a gap in the literature by offering a comprehensive look at how STEM teacher education programs evolve over time, this book explores teachHOUSTON, a designer teacher education program that was created to respond to the lack of adequately prepared STEM teachers in Houston and the emerging urban school districts that surround it. Providing a systematic investigation of how prospective STEM educators are cultivated to be subject matter specialists and culturally relevant teachers, the authors of this volume delve into all aspects of the STEM teacher education program, as well as the academic, professional and personal shades of teacher experiences, to emphasise the impact on their prospective and unfurling careers. The topics covered include the influence of parents, peer teachers and professors on educator development, how internships function as a form of professional development, and the influence of National Science Foundation-funded STEM scholarships on the careers and lives of the teachHOUSTON graduates. As it is well understood that STEM education is vital to human and economic prosperity, this volume will be of interest to both national and international readers.
This book explores the concept of the "best-loved self" in teaching and teacher education, asserting that the best-loved self is foundational to the development of teacher identity, growth in context, and learning in community. Drawing on the work of Joseph Schwab, who was the first to name the "best-loved self," the editors and their contributors extend this knowledge further through the collaboration of their group of teacher educators, known as the Faculty Academy, who have been involved in examining teacher education for over two decades.
Global Meaning Making disrupts and interrogates the contradictions and tensions in language and literacy global scholarship, reimagining global approaches that respect the histories, ways of knowing, needs, hopes and values of voices beyond the western, including those from the Global South.
Connecting the constructs of meaning and experience in the fields of English education, teacher education, literacy and narrative inquiry, Making Meaning with Readers and Texts broadens understandings of teachers’ use of literacy practices for making meaning from classroom events.
The ISATT 40th Anniversary Yearbook, presented over three volumes, celebrates the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.
This volume contains an Open Access Chapter The three ISATT 40th Anniversary Yearbook volumes celebrate the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.
The ISATT 40th Anniversary Yearbook's four volumes celebrate the research contributions of ISATT. Teacher Education in the Wake of Covid-19 pays particular attention to ways in which teaching and teacher education have been impacted by, and respond to, advances in technology and to the coronavirus pandemic.
The ISATT 40th Anniversary Yearbook, presented over three volumes, celebrates the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.
Understanding Excessive Teacher and Faculty Entitlement develops a body of professional knowledge by providing a deeper understanding of what manifests itself as 'excessive entitlement', by presenting a theoretical framework within which one can investigate issues and helps those concerned with education and teacher education.
