| Informing Faculty Development for Teacher Educators Contributor(s): Howey, Kenneth (Author), Zimpher, Nancy (Author) |
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ISBN: 1567501206 ISBN-13: 9781567501209 Publisher: Praeger OUR PRICE: $44.55 Product Type: Hardcover - Other Formats Published: January 1994 Annotation: This volume brings together a diverse group of scholars to address a topic that has not received the attention it deserves: the continuing professional development of faculty members who educate prospective teachers. It argues the case that more and better professional development for teacher educators is essential. This book takes a broad-based view of professional development for teacher educators and focuses on endeavors that can be integrated as fully as possible into ongoing responsibilities. Also discussed is how teachers might nourish their collective commitment as a faculty to an ethos and a culture that can also maximize their growth as scholars and their ability to serve a variety of clients better than at present. In addition, it addresses the particular challenges confronting clinical faculty members, their responsibilities, and the relationship between faculty members in schools and colleges of education and those in elementary and secondary schools who assume these evolving clinical roles in many instances. |
| Additional Information |
| BISAC Categories: - Education | Teaching Methods & Materials - General - Education | Higher |
| Dewey: 378.125 |
| LCCN: 94008871 |
| Series: Social and Policy Issues in Education |
| Physical Information: 0.56" H x 5.68" W x 8.7" (0.82 lbs) 1 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This volume brings together a diverse group of scholars to address a topic that has not received the attention it deserves: the continuing professional development of faculty members who educate prospective teachers. It argues the case that more and better professional development for teacher educators is essential. This book takes a broad-based view of professional development for teacher educators and focuses on endeavors that can be integrated as fully as possible into ongoing responsibilities. Also discussed is how teachers might nourish their collective commitment as a faculty to an ethos and a culture that can also maximize their growth as scholars and their ability to serve a variety of clients better than at present. In addition, it addresses the particular challenges confronting clinical faculty members, their responsibilities, and the relationship between faculty members in schools and colleges of education and those in elementary and secondary schools who assume these evolving clinical roles in many instances. |