Both higher education and P-12 faculty play a critical role in the preparation of new teachers, yet they have traditionally operated in silos. This book, designed to be read and applied immediately, will help teacher preparation programs and schools work together to best prepare preservice teachers. This is accomplished by clearly describing the roles and responsibilities of both groups of stakeholders, specifically with a focus on the preparation of the mentor teacher. The author outlines ways for schools and teacher preparation programs to collaboratively choose, train, and support mentor teachers, along with suggestions for connecting P-12 and higher education faculty more regularly. Driskill provides a replicable blueprint that has been put into practice and found to be effective. School districts and teacher preparation programs can use the blueprint to reform clinical practice, which ultimately puts more highly qualified teachers in more classrooms. Book Features: Offers a proven-effective method for preparing and supporting mentor teachers in clinical practice. Focuses on what exactly clinical practice entails, including the roles and responsibilities of teacher prep programs and P-12 schools. Explores how mentor teachers are currently identified versus how they should be identified. Outlines topics and strategies for initial training and ongoing support for mentor teachers. ● Contains specific steps both school districts and teacher preparation programs can take to form successful partnerships.

Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum; theory-practice links between school and university settings; social-cultural links among the participants; and personal links that shape the identity of teacher educators.

Il volume prende in esame il ruolo e le funzioni del tutor dei docenti neoassunti in una prospettiva ecosistemica in Italia. I contributi approfondiscono la tematica scelta a partire dalla riflessione sugli esiti di un percorso pluriennale di formazione e di indagini conoscitive diacroniche svolte dal Dipartimento di Scienze della Formazione dell’Università degli Studi Roma Tre, in collaborazione con l’Ufficio Scolastico Regionale per il Lazio e Reti di ambito scolastiche. Gli esiti delle indagini annuali svolte e di quella pluriennale condotta successivamente sull’insieme dei dati disponibili, confermano l’importanza di promuovere, in tutti gli attori coinvolti nei processi decisionali e nei processi attivati dalle decisioni assunte, l’adozione di una prospettiva ecosistemica aperta, multiattore e inclusiva. Gli esiti suggeriscono altresì di promuovere con continuità l’iniziativa di formazione e sviluppo professionale dei tutor dei docenti neoassunti. DOI: 10.13134/979-12-5977-348-7

This updated edition presents 18 successful real-world programs, 5 factors for developing a comprehensive mentoring initiative, and new material for mentoring special education, math, and science teachers.

Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students – which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in preservice and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders’ collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.

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Learning to Mentor in Sports Coaching is an innovative, user-friendly, practical and theoretical guide for educating sports coaches as mentors. It is the first book to employ design thinking techniques to develop a new approach to mentor education in sports coaching. Providing theoretical grounding in mentoring conversations, design thinking and case study research, the book centres on a series of redesigned mentoring conversations between some of the world’s leading sports coaching experts, coach educators, mentors and mentees. It covers topics such as: supporting novice volunteer coaches’ learning the learning needs of novice volunteer coaches and novice professional coaches professional communities of learning in coaching the impact of coaching behaviours on learning environments autonomy-supportive learning environments coaching children, young people and adults Closing with a critique of the sports coach mentor as design thinker, Learning to Mentor in Sports Coaching is important reading for any upper-level student or researcher working in sports coaching, sports pedagogy or youth sport, and any coach looking to integrate sound mentoring theory into their professional practice.

The field of education is in constant flux as new theories and practices emerge to engage students and improve the learning experience. Research advances help to make these improvements happen and are essential to the continued improvement of education. The Handbook of Research on Applied Learning Theory and Design in Modern Education provides international perspectives from education professors and researchers, cyberneticists, psychologists, and instructional designers on the processes and mechanisms of the global learning environment. Highlighting a compendium of trends, strategies, methodologies, technologies, and models of applied learning theory and design, this publication is well-suited to meet the research and practical needs of academics, researchers, teachers, and graduate students as well as curriculum and instructional design professionals.

Learning Objects for Instruction shows how practical models of learning objects solutions are being applied in education, organizations, industry, and the military. It includes diverse strategies used across these groups to apply learning objects -- from the use of firmly-grounded theoretical contexts to practical tool-based solutions. The reader will find a thorough history, solid models and real-world practices for using learning objects for instruction in a variety of settings. Greater numbers of organizations are expected to embrace the use of objects for instruction as issues of standardization continue to be worked out.

Educators play a significant role in the intellectual and social development of children and young adults. Next-generation teachers can only be as strong as their own educational foundation which serves to cultivate their knowledge of the learning process, uncover best practices in the field of education, and employ leadership abilities that will inspire students of all ages. Teacher Education: Concepts, Methodologies, Tools, and Applications explores the current state of pre-service teacher programs as well as continuing education initiatives for in-service educators. Emphasizing the growing role of technology in teacher skill development and training as well as key teaching methods and pedagogical developments, this multi-volume work compiles research essential to higher education professionals and administrators, educational software developers, and researchers studying pre-service and in-service teacher training.