Learning to teach : a critical approach to field experiences
Author(s)
Bibliographic Information
Learning to teach : a critical approach to field experiences
L. Erlbaum Associates, 1998
- : pbk
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
Learning to Teach: A Critical Approach to Field Experiences engages readers in a series of classroom and school-based activities, observations, and exercises which can be used in any course with a field component. It is designed to assist preservice and in-service teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment. Different from other books on the topic of field experiences, this text:
* grounds the observations of everyday school life within critical, feminist, and poststructuralist discourses;
* dramatically reconceptualizes the field experience by asking preservice and in-service teachers to be active and critical researchers of classroom practices and processes;
* provides a coherent framework for analyzing both structural and cultural aspects of schooling; and
* presents specific exercises to help preservice and in-service teachers evaluate and understand the intersections of race, class, gender, and culture in "real life" school settings.
At the heart of this book is a reassessment of the notion of the field experience--which, typically, asks the student to take the position of an "objective" and "neutral" observer of classroom practices. The underlying assumption is that this kind of immersion in "what goes on in the field" will provide some form of truth about the reality of teachers, learners, the nature of knowledge and the subject matter, and classroom life. This text disrupts this conception of teacher education and field experiences by helping preservice and in-service teachers to take a critical look at, and reflect on, schools and the politics of schooling. As the problematic nature and dynamics of public schooling are emphasized, readers can seek a greater awareness of their own attitudes toward, and connections with, these educational processes.
Table of Contents
Contents: Introduction. Preobservational Activities: The Exploration of Self. Regulating the "Schooled" Body. Pedagogy and School Cultures: Issues of Race, Class, and Gender. The School as an Ecosystem. After the Field Experience: Now What?
by "Nielsen BookData"