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dc.contributor.authorAker, Leanna
dc.date.accessioned2016-12-05T19:54:22Z
dc.date.available2016-12-05T19:54:22Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/20.500.11803/604
dc.description.abstractThough traditional teacher preparation programs teach educational theory and ask teacher candidates to put that theory into practice, a practice-to-theory (PtT) approach can more effectively engage preservice teachers. The rationale for such an approach is grounded in research of preservice teachers’ perceptions of their preparation programs, theories of situated learning and self-determination in adult learners, and similar innovative teacher preparation approaches. The author dissects two vignettes of successful PtT approaches at a microscale within the classroom, and shares tips for successfully integrating such an approach in preservice teachers’ coursework.en_US
dc.language.isoenen_US
dc.publisherCreateSpace
dc.relation.ispartofSupporting the Success of Adult and Online Students
dc.relation.ispartofseriesProven practices in higher education
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectPreservice teacher trainingen_US
dc.subjectPractice-to-theory approach to trainingen_US
dc.subject.lcshStudent teachers--Training of
dc.subject.lcshApprenticeship programs
dc.titleEngaging Pre-service Teacher Candidates in Academic Coursework: Using a Practice to Theory Approachen_US
dc.typeBook Chapteren_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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Attribution-NonCommercial-NoDerivs 3.0 United States