Learning to Teach in Urban Schools
The Transition from Preparation to Practice
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education
| Author: | Etta R. Hollins | ISBN: | 9781136715549 |
| Publisher: | Taylor and Francis | Publication: | March 22, 2012 |
| Imprint: | Routledge | Language: | English |
| Author: | Etta R. Hollins |
| ISBN: | 9781136715549 |
| Publisher: | Taylor and Francis |
| Publication: | March 22, 2012 |
| Imprint: | Routledge |
| Language: | English |
This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district. Learning to Teach in Urban Schools offers rare insight into how teachers can transform their own practice and in the process, transform the culture of low performing urban schools.
This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district. Learning to Teach in Urban Schools offers rare insight into how teachers can transform their own practice and in the process, transform the culture of low performing urban schools.
