Research on Teacher Development and Teacher Education
Spring
2010
T 10:30-1:30
and TH 3:30-6:30
K.
Téllez
ktellez@ucsc.edu
SS I 217
Office: 459-2208 Mobile: 345-7081
This course addresses personal and professional development of teachers. Explores models of teacher education with specific attention to methods and processes by which teachers can be better prepared to work with culturally and linguistically diverse students.
Our course objectives include (a) an examination of learning to teach from a cognitive science and anthropological perspective, (b) a brief exploration of the history of teacher education, (c) a careful reading of key articles and chapters in the field, and (d) an investigation of the future of professional teacher education.
Readings:
Berliner, D. (2000). A personal response to those who bash teacher education. Journal of Teacher Education, 51(5), 358. pdf
Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42(2), 104. pdf
Cole, A., & Knowles, J. (1993). Shattered images: Understanding expectations and realities of field experiences. Teaching and teacher education, 9(5-6), 457-471. pdf
Connelly, F., & Clandinin, D. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14. pdf
Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record, 102(1), 28-56. pdf
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 642-65x. html
Dewey, J. (1904). The relation of theory to practice in education. The Middle Works. pdf
Fraser, J.W. (2007). Preparing America's teachers. New York: Teachers College Press. pdf
Glass, R.D., & Wong, P.L. (2009). Making history by creating new traditions: Concluding reflections and future directions. In P.L Wong & R.D. Glass (Eds.), Prioritizing urban children, teachers, and schools through professional development schools. Albany, NY: SUNY Press. pdf
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 23-40. pdf
Strauss, S. (2005). Teaching as a natural cognitive ability: Implications for classroom practice and teacher education. In Developmental psychology and social change: Research, history, and policy (pp. 368–388). pdf
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. pdf
Smith, B. (1969). Teachers for the Real World. Muncie, IN: AACTE. pdf
Tellez, K. (2007). Have conceptual reforms (and one anti-reform) in preservice teacher education improved the education of multicultural, multilingual children and youth? Teachers and Teaching: theory and practice, 13(6), 543 - 564. pdf
Wideen, M., Mayer-Smith, J. and Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178. pdf
Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider's view from the outside. Journal of Teacher Education, 53(3), 190-204. pdf
Zeichner, K., & Liston, D. (1987). Teaching students to reflect. Harvard Educational Review, 57(1), 23-48. pdf
Course Schedule
| Date |
Topic |
Reading(s) |
Assignment Due |
| March 30 |
The formation of a teacher | Strauss; Connelly, Clandinin | |
| April 6 | Sources of teacher knowledge; teacher identity | Wideen et al.; Olsen | A |
| April 13 | Reconceptualizing learning to teach | Zeichner, Liston | D |
| April 20 |
The apprenticeship in teaching | Cochran-Smith | B |
| April 27 |
Is the research up to the task? | Wilson et al. | D |
| May 4 |
Teacher education for diversity | Glass, Wong;Tellez | |
| May 11 |
Teacher learning for the experienced educator | Darling-Hammond, McLaughlin | |
| May 18 |
Reform in teacher education | Berliner; Darling-Hammond | D |
| May 25 |
Book Presentations | C | |
| June 1 |
Book Presentations | C | |
| June 8 |
Where are we now and have we come very far? | Dewey | D |
Course requirements:
1. Regular Attendance
2. Four Assignments
A. Learning to teach autobiography. In light of the work on the ontogenesis of teaching, please share your development as a teacher, from your earliest memories to the present. What are you remaining challenges as a teacher? I'd like to ask us to share, as an oral presentation (no Powerpoints, no visuals), your development as a teacher.
B. Learning to teach biography. See above, but this assignment is a written work.
C. Book Share. Please find a book on the topic of teacher education/development to read and share with the class. I encourage you to think broadly about works that relate to teaching and learning to teach.
D. Dialogue Journal. Keep a journal of your reactions to the readings. As you read, keep the following questions in mind: 1. What does the article say? 2. What does the article say to you? 3. What does the article say about what teacher education should be?
Miscellaneous:
If you qualify for classroom accommodations because of a disability, please
get an Accommodation Authorization from the Disability Resource Center (DRC)
and submit it to me in person outside of class (e.g., office hours) within
the first two weeks of the quarter. Contact DRC at 459-2089 (voice), 459-4806
(TTY), or http://drc.ucsc.edu for more information on the requirements and/or
process.
Please note the ideals of Academic
Integrity for graduate students here at UCSC.