Teaching Disciplinary Literacy
Using Video Records of Practice to Improve Secondary Teacher Preparation
Nonfiction, Reference & Language, Language Arts, Literacy, Education & Teaching, Teaching, Teaching Methods
| Author: | Charles W. Peters, Deanna Birdyshaw, Amy Bacevich | ISBN: | 9780807773574 |
| Publisher: | Teachers College Press | Publication: | December 15, 2009 |
| Imprint: | Language: | English |
| Author: | Charles W. Peters, Deanna Birdyshaw, Amy Bacevich |
| ISBN: | 9780807773574 |
| Publisher: | Teachers College Press |
| Publication: | December 15, 2009 |
| Imprint: | |
| Language: | English |
This practical guide will help pre- and inservice secondary teachers and their instructors and coaches to use videos as a resource to improve teaching. Derived from the authors’ research and experience in a teacher preparation program using video records of practice as a core element for reflection and growth, the book focuses on five disciplinary literacy strategies to help teachers identify and develop high-leverage teaching practices across a range of subject areas. The text includes sample lessons, protocols for leading discussions based on videos, and methods for making informed decisions about how to select video-related work. Throughout, the authors provide records of student clinical teaching practice, sample assignment guidelines, and transcripts from video discussion groups. Teacher educators can use this comprehensive resource to develop or revise a curriculum to make it more practice-oriented.
“I recommend this volume to its readers as a terrific example of bringing to bear the current state of knowledge across relevant areas to address persistent issues in the development and assessment of programs designed for secondary teacher preparation.”
—From the Foreword by Karen Wixson, William E. Moran Distinguished Professor in Reading and Literacy, University of North Carolina at Greensboro
“Peters, Birdyshaw, and Bacevich have nailed it! Steeped in deep conceptual understandings of teacher learning, the authors detail a powerful, field-tested framework for using video records of practice to implement core literacy practices in secondary subject-matter classrooms. The result is a perfect marriage of pedagogical content knowledge in the disciplines and literacy. An excellent resource for both preservice and inservice teacher education.”
—Sheila Valencia, professor, Curriculum and Instruction, University of Washington
This practical guide will help pre- and inservice secondary teachers and their instructors and coaches to use videos as a resource to improve teaching. Derived from the authors’ research and experience in a teacher preparation program using video records of practice as a core element for reflection and growth, the book focuses on five disciplinary literacy strategies to help teachers identify and develop high-leverage teaching practices across a range of subject areas. The text includes sample lessons, protocols for leading discussions based on videos, and methods for making informed decisions about how to select video-related work. Throughout, the authors provide records of student clinical teaching practice, sample assignment guidelines, and transcripts from video discussion groups. Teacher educators can use this comprehensive resource to develop or revise a curriculum to make it more practice-oriented.
“I recommend this volume to its readers as a terrific example of bringing to bear the current state of knowledge across relevant areas to address persistent issues in the development and assessment of programs designed for secondary teacher preparation.”
—From the Foreword by Karen Wixson, William E. Moran Distinguished Professor in Reading and Literacy, University of North Carolina at Greensboro
“Peters, Birdyshaw, and Bacevich have nailed it! Steeped in deep conceptual understandings of teacher learning, the authors detail a powerful, field-tested framework for using video records of practice to implement core literacy practices in secondary subject-matter classrooms. The result is a perfect marriage of pedagogical content knowledge in the disciplines and literacy. An excellent resource for both preservice and inservice teacher education.”
—Sheila Valencia, professor, Curriculum and Instruction, University of Washington
