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With the recent and increasing attention to accountability and standards, teacher preparation programs are more than ever in need of tools that vicariously acquaint future teachers with the difficult situations they will face. Cases for Teacher Development: Preparing for the Classroom is the perfect catalyst for this sort of teacher development. The cases encourage students to immerse themselves in classroom situations before they begin their practice, helping them link theory and experience. All of the cases present relevant situations that replicate the complicated, multitasked, and interrelated realms of the teacher.
- Sales Rank: #3631968 in Books
- Brand: Brand: SAGE Publications, Inc
- Published on: 2005-03-30
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .64" w x 6.00" l, .84 pounds
- Binding: Paperback
- 280 pages
- Used Book in Good Condition
Review
"The greatest strength of the book is inclusion of realistic voices from the field―the cases are written by real teachers who have encountered actual issues in their daily practices. These cases would be a valuable addition to my course." (Andrew C. Kemp)
"The strength of the case study approach is allowing students to encounter dilemmas in teaching prior to entering the field. This would be a great book for use with a class of undergraduates." (Delores D. Liston)
"This is a very well-written book that could be useful in a variety of settings. The cases presented will work in a number of situations and be appropriate for a number of different classes, such as preservice, student teaching, leadership, mentoring, etc. The timely topics presented make this a distinctive contribution to the literature." (Allan Cook)
"The cases in this book identify major tension points which educators face. The reflective case commentaries, from numerous and varied experts in the field, provide real-life experiences for teacher candidates that they will doubtless encounter in their professional journeys. Cases for Teacher Development: Preparing for the Classroom is a wonderful supplement for any introductory course in an education program." (Carol Wareing)
"I really enjoyed reading it. The book is distinctive and superior in that the cases depict situations most teachers encounter." (Georgianna Short)
"This book offers educators a variety of case studies and the opportunity to meditate and reflect on past educational experiences." (Jamie Whitman-Smithe)
“Many good things can be said about this work as a contribution to teaching and teacher education: the range, richness and authenticity of the stories, the implicit Canadian flavour and the universal appeal. The stories are accompanied by sensible, critical commentaries by practitioners and researchers, the latter well known in the Canadian and international research community (Clandinin, Booth, Cole, Manley-Casimir, Russell, Axelrod, and many others). These commentaries open up multiple perspectives, uncover silenced assumptions and suggest generalizations and principles. But they do not prescribe, thus inviting many other points of view and experiences and reflection... The narratives are dynamic and engaging and the commentaries contest assumptions but do not provide definitive answers. The stories span the life of the teaching profession and are of great value for their authenticity. They provide opportunities for reflection and professional development.” (Alice Collins 2005-09-13)
“This volume is the perfect resource for teacher candidates to use as they prepare for their careers. Each of the 13 case studies is followed by case commentaries from three to five experts. Their comments focus on five elementary-level cases, two middle-level cases, five secondary-level cases, and one case appropriate for all levels... These cases, and the others, depict situations that many teachers will experience. The power of the book is that the cases involve students in classroom situations that should help them link theory with experience. Summing up: Highly recommended. Lower-division undergraduate through professional collections.” (CHOICE 2005-09-13)
"Many good things can be said about this work as a contribution to teaching and teacher education: the range, richness and authenticity of the stories, the implicit Canadian flavour and the unviersal appeal... The narrators and commentators contributions were made independently and therein lies the great value of the work...They provide opportunities for reflection and professional development." (Professionally Speaking 2005-09-01)
About the Author
Patricia F. Goldblatt (Ed.D, OISE/University of Toronto [curriculum]; MA, B.Ed, and BA, University of Toronto) has been an educator for more than 30 years: teaching Art and English to high school students; and the Standards of Practice to teachers at the Ontario College of Teachers in Ontario, Canada. Her writing on multiculturalism, women's studies, art education, literature, and most recently, cases as a teaching tool has appeared in journals in Europe, Britain, Asia, the United States and Canada. Patricia has also presented scholarly papers locally, nationally and internationally.
Deirdre Smith (M.Ed. Brock University [teaching and learning] B.Ed and BA, York University, and B.Ed OISE/University of Toronto) is Manager, Standards of Practice and Education at the Ontario College of Teachers. In this capacity she leads a team of program officers who conduct research, development and implementation activities that support strategic planning and a provincial framework that maintains standards of practice and promotes continuing competence among members of the College. Smith has established and continues to coordinate the College research program including pre-service, in-service, action research, educational leadership, mentorship and induction, and career-long professional learning in Ontario. Actively involved with policy development she has coordinated the revision of over two hundred curriculum policy documents for in-service teacher education. In a project management role she has conceptualized, planned, coordinated and monitored multiple and concurrent research, policy development and public relation projects. Smith is a former school principal and Special Educational consultant with extensive experience as a Teacher Behavior consultant, Youth Counselor, Pre-Service Teacher Educator and an In-Service Teacher Educator.
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