Training, Technique, and Automaticity: Teacher Preparation at the Charles Sposato Graduate School of Education

Autor/inn/en	Keefe, Elizabeth Stringer; Miller, Andrew F.
Titel	Training, Technique, and Automaticity: Teacher Preparation at the Charles Sposato Graduate School of Education
Quelle	In: New Educator, 17 (2021) 1, S.39-57 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keefe, Elizabeth Stringer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2020.1838677
Schlagwörter	Schools of Education; Graduate Study; Teacher Education Programs; Masters Degrees; Models; Teacher Competencies; Poverty; Urban Schools; High Achievement; Charter Schools; Educational Change; Teacher Effectiveness; Experiential Learning; Teaching Skills; Practicums; College School Cooperation; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Erziehungswissenschaftliche Fakultät; Aufbaustudium; Graduiertenstudium; Hauptstudium; Analogiemodell; Lehrkunst; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Experiental learning; Erfahrungsorientiertes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Practicum; Praktikum; Praktika
Abstract	A controversial innovation within the field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs). nGSEs are state-authorized institutions of higher education that prepares teachers, endorse candidates for teacher licensure, and grant master's degrees, yet are not university-based. This paper offers a profile of the Charles Sposato Graduate School of Education, an nGSE which emerged from the education reform organization Match Education. Sposato's intensive context-specific model, which employs hyper-prescriptive training, extensive cycles of practice, and "expert" coaching on precise techniques, was aimed at establishing automaticity in the "rookie" teacher. Sposato's emergence as an nGSE was an attempt to answer to education reform quality debates that demanded that teacher quality be primarily defined by teacher effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01