Reading Representation 3
- ravensrobinson
- Sep 6, 2016
- 1 min read
Readings:
Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher
learning in communities. Review of Research in Education, 24, 249-305.
Chapters 7-9: Loughran, J. (2006). Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching. London: Routledge.
Self-Selected: Solvie, P., & Sunger, E. (2012). Teaching for success: Technology and learning styles in preservice teacher education. Contemporary Issues in Technology and Teacher Education, 12(1), 6-40.
Assigned Essential Question(s):
What are the frameworks for teacher learning?
Reading Representation:
"Bridge"
This bridge represents the components of various frameworks for teacher learning. When considering the idea of a bridge, it is reminiscent of bridging the theory-practice gap. While we want to be cognizant of how we, as teacher educators, want our student-teachers to be successful, It is imperative that we provide opportunities for them to become highly reflective practitioners that are able to find reasonable connections to the learning they experience in coursework to field clinical experiences. The road on the bridge represents the pathway that some student teachers traverse through. The cables represent the cords of attachment that we as teacher educators hold on to while working to provide those opportunities, as well as how that information is received by the student-teachers. The posts represent points of knowledge/gratification that student-teachers experience from their learning process. It should be known that there is not a means to an end. There are always more experiences (formal/informal) that can ever be directly facilitated by a teacher educator. It is only the beginning.
Vist site to explore animated version of the terms from the "bridge":
