How Teachers Learn

The essential goal for teacher education seems clear: to provide our nation’s schools with the best possible teacher candidates. This statement is a basic one, yet the ramifications for our nation’s children and our country’s future are critical. In the words of editor Michael D. Andrew, «Good teachers are at the heart of good schools, and to produce better teachers is to proportionately produce better education.» This book shows us how to provide the best possible preparation for our nation’s teachers. Through a case study of the five-year teacher education program at the University of New Hampshire (UNH) and selected research articles and convention presentations related to the program, documents the evolution and achievements of a program that is a model of the best practices for teacher preparation.

The Editors: Michael D. Andrew is the visionary founder and longtime director of the five-year teacher education program at UNH. This undergraduate-graduate program began in 1974, ten years before the Carnegie Institute, the Holmes Group, and other national reports recommended that teacher education be moved to the graduate level. Andrew is the 2009 recipient of the American Association of Colleges for Teacher Education’s David Imig Award for Distinguished Achievement in Teacher Education, which recognizes distinguished achievement in the field of policy or research in education. James R. Jelmberg is an intern supervisor in the five-year teacher education program at UNH. He has been a consultant in middle school education for colleges in New Hampshire and schools in South Africa. Jelmberg is the co-editor of (2007), a textbook for curriculum and outdoor education courses. His research publications include such topics as college-based teacher education programs versus state-sponsored alternative certification programs, and comparing student perceptions of instruction in teacher education and other college courses.

«… in this book is assembled the results of over 30 years of research and reflection documenting the positive results from designing a thoughtful and rigorous model of teacher education.» (Richard L. Schwab, University of Connecticut) «How Teachers Learn reveals the long-term and ongoing processes of faculty dialogue and collaborative self-reflection that are key to UNH’s success in producing teacher-leaders who can significantly enhance the lives of children and contribute to school reform efforts.» (Jeanne Ellis Ormrod, University of Northern Colorado) «This book shows why quality and depth of teacher preparation matter. Researchers and practitioners alike will benefit from the insights into the collaborative change process, an authentic full-year teaching internship, and the richly detailed summaries of research unpacking what works – and why –in teacher education.» (David M. Moss, University of Connecticut)

«… in this book is assembled the results of over 30 years of research and reflection documenting the positive results from designing a thoughtful and rigorous model of teacher education.» (Richard L. Schwab, University of Connecticut) «How Teachers Learn reveals the long-term and ongoing processes of faculty dialogue and collaborative self-reflection that are key to UNH’s success in producing teacher-leaders who can significantly enhance the lives of children and contribute to school reform efforts.» (Jeanne Ellis Ormrod, University of Northern Colorado) «This book shows why quality and depth of teacher preparation matter. Researchers and practitioners alike will benefit from the insights into the collaborative change process, an authentic full-year teaching internship, and the richly detailed summaries of research unpacking what works – and why –in teacher education.» (David M. Moss, University of Connecticut)

Contents: Sharon Nodie Oja/Ann Diller/Ellen Corcoran/Michael D. Andrew: Communities of Inquiry, Communities of Support: The Five-Year Teacher Education Program at the University of New Hampshire – Sharon Nodie Oja: The Educational Psychology of a Collaborative Approach to Supervision – Michael D. Andrew: Shared Accountability in Developing, Maintaining, and Improving a Five-Year Program – Michael D. Andrew: Teacher Education: Past - Present - Future – Michael D. Andrew: The Characteristics of Students in a Five-Year Teacher Education Program – Eleanor Abrams/Michael D. Andrew: Admission to the University of New Hampshire’s Teacher Education Program: Criteria for Success – Michael D. Andrew: Not Everyone Can Be a Good Teacher – James R. Jelmberg: The Educational Psychology of an Early Field-Experience Course – Michael D. Andrew: A Summary of the Knowledge Base Underlying the UNH Extended Teacher Education Program – Ellen Corcoran/Michael D. Andrew: A Full-Year Internship: An Example of School-University Collaboration – Tom Schram/Donna Mills/Wendy B. Leach: Using Portfolios to Mediate Learning and Inquiry among Interns and Teachers – James R. Jelmberg: College-Based Teacher Education versus State-Sponsored Alternative Programs – Michael D. Andrew: Assessing Entry, Retention, Classroom Performance, and Leadership Behavior through Graduate Follow-Up – Sharon Nodie Oja/Michael D. Andrew/Vincent J. Connelly: Analyzing the Moral Judgment of Teaching Interns: Moral Development in a Full-Year Internship. Inhaltsverzeichnis