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
Add to Cart
paper, 256 Pages
Pub. Date: October 2014
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.
In Inspiring Teaching, leading teacher educator Sharon Feiman-Nemser and her colleagues investigate this “context-specific” approach to teacher education. They draw on the Choosing to Teach study, a detailed multiyear investigation of three selective, mission-driven teacher preparation programs—the Urban Teacher Education Program at the University of Chicago, the Alliance for Catholic Education at the University of Notre Dame, and the Day School Leadership through Teaching program at Brandeis University—that traces each program’s impact on graduates during their first few years of teaching.
Feiman-Nemser and her colleagues show how teacher education programs like these can help teachers develop the understanding, commitment, tools, and strategies they need to teach in specific settings. By tracking the professional growth of teachers in these programs and documenting the challenges they encounter in their respective school sectors, the book explores and illustrates the ways in which these mission-driven programs select and prepare teachers for particular school environments.
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
Too many preparation programs follow a one-size-fits-all model. Inspiring Teaching offers an alternative paradigm—teacher education that prepares educators to serve particular groups of students or specific kinds of schools. Without them, “we risk losing the gifts of bright, socially committed teachers from teaching in areas of great need or from teaching completely.”
— Dominique Coote, Thomas B. Fordham Institute
About the Editors
comments powered by