Teaching as Principled Practice
Managing Complexity for Social Justice
- Linda R. Kroll - Mills College
- David M Donahue - Mills College
- Tomas Galguera - Mills College
- Vicki Kubler LaBoskey - Mills College
- Anna Ershler Richert - Mills College
- Philip L Tucher - Mills College
- Ruth Cossey - Mills College
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"Teacher candidates and practicing teachers will find inspiration and ideas for reflection throughout this text. The principled practice demonstrated in each chapter sets the stage for examination of one's beliefs, passions, and values of teaching and learning. The vignettes present realistic problems with evidence that solutions are not simplistic but value laden and complex."
—Elsa L. Geskus, Kutztown University
"Teaching as Principled Practice provides educators with a valuable frame for rethinking and reconfirming the commitment to students and society in a world of globalization and standardization."
—Miriam Ben-Peretz, University of Haifa
"This book introduces prospective teachers to (and reminds practicing teachers about) key principles for guiding effective practice in urban settings. Through helpful vignettes and readable text, the authors clarify what these principles mean and how teachers can make these principles an embedded part of their work."
—Diane Kyle, University of Louisville
"This text provides much insight and variety of opinion regarding contemporary issues and educational practices in today's society. The format is unique and encourages lively discussion in a university class setting."
—Rebecca S. Compton, East Central University
Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors' work with pre-service teachers, and is intended to guide one's practice in the classroom. The text's primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children.
The work is guided by six principles:
* Teaching is inherently moral work
* Teaching is an act of inquiry and reflection
* Learning is a developmental constructivist process
* The content of what we teach must be well understood by those who teach and those who learn
* Teaching is a collegial act
* Teaching is political
Teaching as Principled Practice is an ideal text for courses throughout the education curriculum, including introduction to education and curriculum and instruction. It will also be an invaluable reference for in-service teachers and administrators.
Key Features
* Chapters conclude with review questions to encourage reflection
* Includes real-world examples of principled practice in teacher education and practice
* Promotes a thorough connection of theory and practice
“Teacher candidates and practicing teachers will find inspiration and ideas for reflection throughout this text. The principled practice demonstrated in each chapter sets the stage for examination of ones beliefs, passions, and values of teaching and learning. The vignettes present realistic problems with evidence that solutions are not simplistic but value laden and complex.”
“Teaching as Principled Practice provides educators with a valuable frame for rethinking and reconfirming the commitment to students and society in a world of globalization and standardization.”
“This book introduces prospective teachers to (and reminds practicing teachers about) key principles for guiding effective practice in urban settings. Through helpful vignettes and readable text, the authors clarify what these principles mean and how teachers can make these principles an embedded part of their work.”
“This text provides much insight and variety of opinion regarding contemporary issues and educational practices in today's society. The format is unique and would encourage lively discussion in a university class setting.”
"This book is itself a collegial project of inquiry and reflection with moral and political dimensions. As an elementary-school teaching-credential student at Mills, I can also attest to the constructivist and collaborative approach to their own instruction and the value these professors place on subject matter content. A rarity in academia, these educators practice what they preach."
"This book is itself a collegial project of inquiry and reflection with moral and political dimensions. As an elementary-school teaching-credential student at Mills, I can also attest to the constructivist and collaborative approach to their own instruction and the value these professors place on subject matter content. A rarity in academia, these educators practice what they preach."
Sage College Publishing
