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Title: How Teachers Learn

How Teachers Learn

An Educational Psychology of Teacher Preparation

by Michael D. Andrew (Volume editor) James R. Jelmberg (Volume editor)
©2010 Textbook XVI, 220 Pages
Education
Series: Educational Psychology, Volume 8

Summary

The essential goal for teacher education seems clear: to provide our nation’s schools with the best possible teacher candidates. This statement is a basic one, yet the ramifications for our nation’s children and our country’s future are critical. In the words of editor Michael D. Andrew, «Good teachers are at the heart of good schools, and to produce better teachers is to proportionately produce better education.» This book shows us how to provide the best possible preparation for our nation’s teachers. Through a case study of the five-year teacher education program at the University of New Hampshire (UNH) and selected research articles and convention presentations related to the program, How Teachers Learn documents the evolution and achievements of a program that is a model of the best practices for teacher preparation.

Details

Pages
XVI, 220
Publication Year
2010
ISBN (Hardcover)
9781433108433
ISBN (Softcover)
9781433108426
Language
English
Keywords
Five-year teacher education program Teacher development Teacher leadership performance preparation communities support entry inquiry Teacher development retention
Published
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2010. XVI, 220 pp.
Product Safety
Peter Lang Group AG

Biographical notes

Michael D. Andrew (Volume editor) James R. Jelmberg (Volume editor)

The Editors: Michael D. Andrew is the visionary founder and longtime director of the five-year teacher education program at UNH. This undergraduate-graduate program began in 1974, ten years before the Carnegie Institute, the Holmes Group, and other national reports recommended that teacher education be moved to the graduate level. Andrew is the 2009 recipient of the American Association of Colleges for Teacher Education’s David Imig Award for Distinguished Achievement in Teacher Education, which recognizes distinguished achievement in the field of policy or research in education. James R. Jelmberg is an intern supervisor in the five-year teacher education program at UNH. He has been a consultant in middle school education for colleges in New Hampshire and schools in South Africa. Jelmberg is the co-editor of The Outdoor Classroom: Integrating Education and Adventure (2007), a textbook for curriculum and outdoor education courses. His research publications include such topics as college-based teacher education programs versus state-sponsored alternative certification programs, and comparing student perceptions of instruction in teacher education and other college courses.

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Title: How Teachers Learn