Name: Proactive Images for Pre-Service Teachers: Identity, Expectations, and Avoiding Practice Shock (en Inglés)
SKU: 51503103
Price: 54.12 USD
Availability: InStock
Author: Jeremy Delamarter

portada Proactive Images for Pre-Service Teachers: Identity, Expectations, and Avoiding Practice Shock (en Inglés)

Proactive Images for Pre-Service Teachers: Identity, Expectations, and Avoiding Practice Shock (en Inglés)

Formato

Libro Físico

Editorial

Palgrave Macmillan

Autor

Jeremy Delamarter

Año

2019

Idioma

Inglés

N° páginas

210

Encuadernación

Tapa Dura

ISBN13

9783030134907

N° edición

Categorías

Gestión de personal y recursos humanos

Proactive Images for Pre-Service Teachers: Identity, Expectations, and Avoiding Practice Shock (en Inglés)

Jeremy Delamarter (Autor) · Palgrave Macmillan · Tapa Dura

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Reseña del libro "Proactive Images for Pre-Service Teachers: Identity, Expectations, and Avoiding Practice Shock (en Inglés)"

This book provides tools to help pre-service teachers and teacher-preparation programs identify, evaluate, and respond to misaligned expectations early in the teacher-preparation sequence. Plato tells the story of prisoners who mistake the shadows on the wall of their cave for flesh-and-blood reality. These “shadow narratives” dominated their expectations, and when confronted with a three-dimensional reality that bore little resemblance to the shadows, the prisoners were blinded by the light. Surrounded by images and rhetoric that reduce the fullness of teaching to flat, two-dimensional representations, today's pre-service teachers tend to develop expectations of teaching that resemble the shadows more than they resemble reality. These misaligned expectations often lead to practice shock: the painful and disillusioning cognitive dissonance that comes about when unsustainable expectations collide with real-world practice. Intended as a proactive manual for mitigating practice shock, this book shines a light on the shadows by giving pre-service teachers the tools to examine, confront, and revise their own misaligned expectations of teaching before they reach the point of crisis.