Teaching to Learn, Learning to Teach
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"… forces readers to confront their own attitudes and prejudices and leads them to a truer understanding of what it means to teach and learn in today’s society."
Dennis Banks, State University of New York-Oneonta, USA
"This book is a must for every teacher…. It provides a framework for forcing readers to ask questions that promote self-reflection about their choices for becoming a teacher, how their experiences have created individual mental models of what teaching is about, and how they can become a member of the learning community."
Felica Hirata, Baruch University, USA
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Teaching to Learn, Learning to Teach uniquely addresses three problems that frequently concern pre-service and beginning teachers: classroom control, satisfying state and federal mandates, and figuring out exactly what is the role of the teacher. Les mer
Changes in the Second Edition
* Updates throughout with attention to the Common Core State Standards, high stakes testing, the possibilities and limitations of technology use in the classroom, and preparing for the job market\
* Fully revised chapter on literacy
* New interviews with teachers
* Companion Website: Supplemental planning, teaching, and assessment materials; 32 extended essays including a number of the author's widely read Huffington Post columns; interviews with beginning and veteran teachers; Ideas for Your Professional Portfolio, Resume, and Cover Letter; Recommended Websites for Teachers
Detaljer
- Forlag
- Routledge
- Innbinding
- Paperback
- Språk
- Engelsk
- Sider
- 264
- ISBN
- 9780415534604
- Utgave
- 2. utg.
- Utgivelsesår
- 2013
- Format
- 25 x 18 cm
Anmeldelser
«
"… forces readers to confront their own attitudes and prejudices and leads them to a truer understanding of what it means to teach and learn in today’s society."
Dennis Banks, State University of New York-Oneonta, USA
"This book is a must for every teacher…. It provides a framework for forcing readers to ask questions that promote self-reflection about their choices for becoming a teacher, how their experiences have created individual mental models of what teaching is about, and how they can become a member of the learning community."
Felica Hirata, Baruch University, USA
»