Teacher Learning in Small-Group Settings -

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Résumé :
Chapter 1 Foreword Chapter 2 Introduction Part 3 Teaching Chapter 4 Overview and Framework Chapter 5 Collaborations and Conversations in Communities of Learning: Professional Development that Matters Chapter 6 Constructing Practice through Conversation in Professional Learning Groups: Variations on a Theme Chapter 7 What Makes Some Learning Communities So Effective? And How Can I Support My Own? Chapter 8 Commingling Action Research and Professional Learning Communities: An Illustratio of Key Components Chapter 9 Posing Questions: Teacher Research Groups in Search of Answers Chapter 10 Creating Learning Communities: An Interrogation of a Sustainable Professional Development Model Chapter 11 Summary and Implications Part 12 Teacher Education Chapter 13 Overview and Framework Chapter 14 Cohort Learning and Complexity Thinking: The Case of the CITE Teacher Education Programme Chapter 15 Seminars as Small Group Learning Sites in Teacher Preparation Chapter 16 Preservice Candidates Looking at Student Work in a Professional Development School Setting Chapter 17 Tracing Learning in Collaborative Reflection Meetings of Student Teachers Chapter 18 Cracks in the Mirror: Discovering Teacher Candidates' Strategies for Resisting Reflection Chapter 19 Exploring Significance and Benefits of Group Learning for Developing Cultural Competence with Teacher Candidates Chapter 20 Beginning Teachers' Inquiry in Linguistically Diverse Classrooms: Exploring the Power of Small Learning Communities Chapter 21 It Could Take 40 Minutes, It Could Take 3 Days: Authentic Small Group Learning for Aboriginal Education Chapter 22 Summary and Implications Part 23 Higher Education Chapter 24 Overview and Framework Chapter 25 The Somehow of Teaching: Small Groups, Collaboration, and Self-Study of Teacher Education Practices Chapter 26 The Research Issues Table: A Place of Possibilities for the Education of Teacher Educators Chapter 27 Voices from a Reflective Space: Teacher Educators Reflect on Practice Chapter 28 The Faculty Academy: A Place for Grounding and Growth Chapter 29 Summary and Implications Chapter 30 Afterword...

Biographie:

Cheryl J. Craig is a Professor in the College of Education, University of Houston, where she is the Coordinator of the Teaching and Teacher Education Program Area and Director of Elementary Education. Her research, centered on what teachers come to know in context, appears in the field's most esteemed journals and handbooks.

Louise Deretchin is the former Director of Higher Education for The Houston A+ Challenge and former Director of the Medical Informatics Education Center at Baylor College of Medicine. She is founding member of the Texas Higher Education Coordinating Board Houston P-16+ Council and is currently an education consultant.