Teaching, Learning, and Leading with Schools and Communities Field-Based Teacher Education Routledge Research in Teacher Education Series

Re-envisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago. Grounded in sociocultural theory, the book documents how teacher educators, school and community partners, and teacher candidates in the program confront challenges and facilitate their students? learning, development, and achievement. By successfully and collaboratively developing instructional partnerships and embedding programs in urban schools and communities, the contributors demonstrate that it is possible to break the conventional mold of teacher education and better prepare the next generation of teachers.

Part I: Foundations & Frameworks

Chapter 1

Innovation and Collaboration in Teacher Education

Ann Marie Ryan

Chapter 2

Framing our Approach to Teacher Education: Sociocultural Theory and the Field-based Apprenticeship Model

Kristin Davin & Ali Kushki

Chapter 3

Using Backward Design to Prepare Effective Teachers for the 21st Century

Amy J. Heineke

Part II: Mutually Beneficial Partnerships

Chapter 4

Realizing Mutual Benefits through Partnering on Teaching and Learning: Loyola, Senn High School, and the International Baccalaureate

Charles Tocci & David Gregg

Chapter 5

Situating Work in Parochial Schools: Partnerships with Catholic Schools to Prepare Teachers

Michelle P. Lia, Lorraine A. Ozar, Erika L. Mickelburgh, & Kathleen Lee

Chapter 6

Introductions to Informal Learning: Museums and Cultural Instructions as Partners in Field-based Teacher Education

Lara K. Smetana, Amy Bedford, Jenna Carlson, Megan Clark, Kyla Cook, Colleen Incandela, Heidi Moisan, Heidi A. Rouleau, & Stephanie Stecz

Chapter 7

Data-based Decision Making across Educational Stakeholders and Systems: Avoiding the Pitfalls of Being Data-driven through Productive Partnerships That Can Support Educational Equity

Sabina Rak Neugebauer, Diane Morrison, Vicky Karahalios, Jessica Kibblewhite, Abby Weinstein, Evan Harper, Haley Jones, Shauna Lenihan, Fenner Oosterbaan, & Carly Tindall

Part III: Curriculum, Instruction, & Assessment

Chapter 8

Preparing All Teachers for Inclusive Classrooms: Teacher Expertise for Diverse Learners

Sarah Cohen, Elina Giatsou, Amanda Roudebush, & Amy J. Heineke

Chapter 9

Teacher Candidates’ Reflections on Literacy Pedagogy and Practices in Authentic Classroom Experiences

Aimee Papola-Ellis, Jenna Nelson, & Jane M. Hunt

Chapter 10

Learning to Teach International Mindedness: Being and Becoming Teachers in Communities of Practice

Seungho Moon, Kathleen Castillo-Clark, Kathleen Lee, Ann Marie Ryan, Taneal Sanders, & Jillian Estanich

Chapter 11

Embedding Inclusive Early Childhood Teacher Education Across a Continuum of Teacher Development

Adam S. Kennedy & Anna Lees

Chapter 12

Teacher Candidates’ Development of Dispositions for the Profession

David C. Ensminger, Kimberly S. Thier, & Robbie Jones

Part IV: Macro-level Practice & Policy

Chapter 13

Iterative Design and Implementation of Teacher Education: Refining our Work Moving Forward

Eilene A. Edejer & Adam S. Kennedy

Chapter 14

Teaching, Learning, and Leading with Schools and Communities: Teacher Education Policy for the 21st Century

Terri D. Pigott & David P. Prasse

Amy J. Heineke is Associate Professor of Bilingual and Bicultural Education at Loyola University Chicago, USA.

Ann Marie Ryan is Associate Professor of Teaching and Learning at Loyola University Chicago, USA.