Toward a Framework of Resources for Learning to Teach ― Rethinking Us Teacher Preparation

This bookadvances a new framework for learning to teach, using in-depth case studies toshow how learning to teach—in any type of program—can best be understood as arecursive and dynamic process, wherein teachers differentially accessprogrammatic, relational, experiential, disciplinary, and dispositionalresources.?In the lasttwenty years, debates in the field of teacher preparation have increasinglybecome paralyzing and divisive as rhetoric around the failure of universityteacher preparation intensifies. The author addresses the historical andpractical factors that animate these debates, arguing that novice teachers andteacher educators must understand the central conflicts in the field; however,the book also advances a way of approaching learning to teach that accounts forbut does not get stuck at the level of programmatic designation. Using lively,in-depth case studies, the author shows how novice urban English teachers fromtwo different teacher preparation pathways—a university-based program and an urbanteacher residency—learn to teach within a policy context of high-stakes testingand “college readiness.”?

LaurenGatti is Assistant Professor in Teaching, Learning and Teacher Education at theUniversity of Nebraska-Lincoln, USA. She earned her PhD in Curriculum andInstruction from the University of Wisconsin, Madison, USA. In 2013, she wasawarded Outstanding Dissertation of the Year in Division K (Teaching andTeacher Education) of the American Educational Research Association.