Inspiring Teaching

Inspiring Teaching Preparing Teachers to Succeed in Mission-Driven Schools

Edited by Sharon Feiman-Nemser, Eran Tamir, and Karen Hammerness
cloth, 256 Pages
Pub. Date: October 2014
ISBN-13: 978-1-61250-725-5
Price: $64.95

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paper, 256 Pages
Pub. Date: October 2014
ISBN-13: 978-1-61250-724-8
Price: $31.95

Add to Cart

How can we best prepare pre-service teachers to succeed in the classroom—and to stay in teaching over time? The one-size-fits-all model of traditional teacher education programs has been widely criticized, yet the most popular alternative—fast-track programs—have at best a mixed record of success. An increasing number of districts and charter networks are trying to fill this void with a third option: “grow-your-own” teacher preparation programs tailored to specific school contexts and the needs of the populations they serve.


Praise

Successful mission-driven schools are places of high purpose and deep learning. Inspiring Teaching richly depicts how three very different programs prepare and support teachers in their work. It offers valuable insights for any teacher educator or administrator who seeks to develop skilled, committed, and effective teachers. — Susan Moore Johnson, Jerome T. Murphy Research Professor, Harvard Graduate School of Education

This powerful comparative analysis of teacher education programs is both enlightening and inspiring. It provides the kind of perspective that only superb research can offer. Feiman-Nemser and her colleagues give readers a vantage point that sharpens our sense of the powerful role of context and the indispensable power of mission in teacher education. — Lee S. Shulman, president emeritus, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education, Stanford University

Inspiring Teaching convincingly argues that context matters in teacher preparation. Drawing on richly illustrated case studies, the editors show that learning to be a good teacher involves a complex and dynamic interplay of person, preparation, and teaching place. As a teacher educator and reader, I am convinced. Let’s hope policy makers are as well. — Anna E. Richert, Edward Hohfeld Professor of Education, and director, Mills Teacher Scholars, Mills College

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About the Editors

Sharon Feiman-Nemser is the Mandel Professor of Jewish Education at Brandeis University and the founding director of the Mandel Center for Studies in Jewish Education.

Eran Tamir
is a senior research associate and lecturer in education at Brandeis University.

Karen Hammerness is an associate professor and director of program research at Bard College.


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