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The Professional Teacher. The Preparation and Nurturance of the Reflective Practitioner. Edition No. 1

  • ID: 2212263
  • Book
  • June 1999
  • 240 Pages
  • John Wiley and Sons Ltd

From the Agenda for Education in a Democracy Series

Sponsored by the National Network for Educational Renewal

"This book is comprehensive in its account of what goes into the substance and process of preparing the professional educator, from selection to induction into teaching. The story that unfolds in the collaboration of the University of Connecticut and several schools is one of redesigning virtually every component into something quite different from what existed before without stopping the traffic of future teachers from crossing the bridge topractice."
- from the Foreword by John I. Goodlad, codirector, Center for Educational Renewal, University of Washington, and president, Institute for Educational Inquiry

This practical volume redefines teaching as a profession with pronounced service and moral dimensions. The Professional Teacher shows how this new paradigm can be instilled in teacher education programs and in teaching practice. The authors argue that thepractice of teaching requires much more than knowledge andtechnical competence. It calls for reflection and inquiry, adedication to democratic principles, and a strong commitment to educational renewal and change. The authors reveal how teacher education can be structured to emphasize the moral and service responsibilities of the profession - especially by forging closeties with local schools and communities - to produce caring and effective teachers. Richly illustrated with research and real-lifeexamples of good practice, The Professional Teacher proposes a newstandard that focuses on preparing teachers for a climate of school renewal and change.

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Introduction: Earning the Right to Teach.

1. Teaching as a Profession in a Democracy: Creating a NewPicture.

2. Cultivating Reflective Practice and Inquiry.

3. Becoming a Teacher: The Moral Dimensions.

4. Creating Educative Communities.

5. The Teacher's Responsibility to Diverse Learners.

6. Enabling Teachers to Assume Leadership Roles.
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Timothy G. Reagan University of Connecticut.

Kay A. Norlander-Case University of Connecticut.

Charles W. Case University of Connecticut.
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