Teacher Education and Professional Development |
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Today’s students
are expected to attain higher levels of literacy
than ever before. Achieving this requires a teaching
force that is knowledgeable about the most effective
approaches to teaching and learning. In the years
since many of today’s teachers first learned
to teach, cognitive science has taught us much about
effective instructional approaches.
Other research has helped us understand how in-service
and pre-service teachers gain and apply new knowledge.
This research includes
CELA studies that examined the impact of teacher
education, both pre-service and in-service, on how
different program models and settings influence
teachers’ ideas about teaching, learning, and culture
-- as well as how they enact those ideas in the
classroom.
Findings about settings
that enable developing teachers to fully grasp and
use new knowledge and approaches to teaching and
learning can be found in:
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Curriculum Materials: Scaffolds for New Teacher Learning? (Report, 2004) |
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Tensions in Learning to Teach: Accommodation and the Development of a Teaching Identity. (Article Abstract, 2004) |
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Acquiescence, Accommodation, and Resistance in Learning to Teach within a Prescribed Curriculum (Article Abstract, 2002) |
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What Makes Teacher Community Different from a Gathering of Teachers? (Report, 2001) |
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Transitions into Teaching: Learning to Teach Writing in Teacher Education and Beyond (Report, 2000) |
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Appropriating Conceptual and Pedagogical Tools for Teaching English: A Conceptual Framework for Studying Professional Development (Report, 1999) |
Findings related to experienced high school English teachers include:
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Theory, Identity, and Practice: A Study of Two High School English Teachers’ Literature Instruction (Report, 2000) |
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The Effects of Censorship on Experienced High School English Teachers (Article, 1999) |
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There It Was, That One Sex Scene: The Effects of Censorship on Experienced High School English Teachers (Article Abstract, 1999) |
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How Experienced English Teachers Assess the Effectiveness of Their Literature Instruction (Report, 1998) |
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