January 2005
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4,308 Reads
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186 Citations
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Publications (6)
January 2005
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6,622 Reads
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380 Citations
January 2005
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2,003 Reads
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3,164 Citations
January 2005
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3,387 Reads
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1,192 Citations
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. This book was edited in collaboration with Pamela LePage, Karen Hammerness, and Helen Duffy. It is the result of the National Academy of Education's Committee's work on teacher education. It was written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. This book recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curriculum that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom. The ideas and suggestions outlined in this book have far-reaching implications for educational policy, classroom practice, and staff development and will go a long way toward informing the next generation of teachers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
January 2005
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2,444 Reads
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584 Citations
January 2005
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969 Reads
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38 Citations
Citations (6)
... Específicamente, estas competencias que contextualizaban el Plan Bolonia llevaron a replantear el contexto de formación de docentes, caminando hacia iniciativas y propuestas de formación divergentes, innovadoras, inclusivas y flexibles (Darling-Hammond et al., 2005;Snow, Griffin y Burns, 2005). Esto buscaba desarrollar docentes reflexivos, integrando la teoría y la práctica de manera más sofisticada (Martín, 2009). ...
- Citing Book
January 2005
... This compartmentalization can result in a lack of comprehensive understanding of global issues and intercultural dynamics (Guillén-Yparrea & Ramírez-Montoya, 2023). Developing a comprehensive curriculum that integrates global and intercultural perspectives across all subjects is essential (Darling-Hammond & Bransford, 2005). Leask (2009) suggests the use of both formal and informal curricula to facilitate meaningful intercultural interactions among students. ...
- Citing Article
January 2005
... Based on the definitions of applications and learning that have been explained, applications can be interpreted as programs designed to carry out certain functions for their users, including in the context of data processing to solve specific problems [8]. Meanwhile, learning is the interaction process between learners and educators and learning resources in an environment that aims to gain knowledge, skills, and attitude formation [9]. Therefore, learning apps can be defined as programs or software designed to support learning by facilitating more effective interaction between learners and learning resources and promoting access and use of various learning resources [10]. ...
- Citing Article
January 2005
... The new vision emphasizes not only students' grasp of science concepts but also their understanding of how these concepts are generated through epistemic practices [2]. This shift acknowledges the limitations of teacher-centered pedagogies that primarily focus on transmitting knowledge [3]. Instead, it recognizes the complexity and interactivity of teaching, calling for the reframing of teaching expertise to better tackle the challenges associated with creating generative learning environments [4,5]. ...
- Citing Article
- Full-text available
January 2005
... As critical, equity-oriented teacher educators, we argue that equity-oriented and responsive teacher education supports middle grades teachers in developing critical consciousness, consisting of critical awareness, critical reflection and analysis, and critical action [5]. Critical consciousness is essential for middle grades educators to enact responsive, anti-oppressive, and equity-oriented practices in their classrooms, schools, and communities-practices that are both culturally responsive [6,8,[10][11][12][19][20][21][22] and developmentally responsive [6,7,9,[22][23][24]. ...
- Citing Article
January 2005
... Co-regulation is proposed as an intermediary step between external control and selfregulation. Strategies such as reflection, inhibitory control, and self-regulation can be developed in others by gradually reducing external assistance and control, then moving to co-regulatory strategies until the individual can intentionally take charge (Horowitz et al., 2005). Metacognitive prompts and routines based on identified problem areas and anticipated triggers can support embedding new learning and practices. ...
- Citing Article
January 2005