In Redesigning Supervision, active professionals in teacher education and professional development share research-based, alternative models for restructuring the way pre-service teachers are supervised. The authors examine the methods currently used and discuss how teacher educators have striven to change or renew these procedures. They then present strategies designed to provide student teachers with powerful learning experiences that move beyond traditional models. A key final chapter offers future options, including informal supervision, inquiry-based supervision, and the use of an advisory group for pre-service teachers. This book includes contributions by Robert V. Bullough, Jr, C. J. Daane, M. Winston Egan, Virginia L. Keil, Jeffery D Nokes, and Elizabeth K. Wilson.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Adrian Rodgers is an assistant professor of teacher education at The Ohio State University in Newark, Ohio. Deborah Bainer Jenkins is a professor of curriculum and instruction at the University of West Georgia.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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