附註:Includes bibliographical references and index.
pt. 1. The cases -- Practices in teacher education and cooperative learning at the University of Toronto / Carol Rolheiser and Stephen Anderson -- Teacher decision making for cooperative learning in a preservice master's program / Celeste M. Brody and Nancy G. Nagel -- Educating teachers for socially conscious cooperative learning / Nancy Schniedewind -- Cooperative learning in teacher education: a four-year model / Joellen Harris and Bob Hanley -- Cooperative learning in preservice teacher education at the University of Maryland / Frank Lyman and Neil Davidson -- Preparing secondary teachers to use cooperative learning strategies / Chandra J. Foote, Paule J. Vermette, Jennifer Wilson-Bridgman [and others] -- Cooperation and collaboration in a foreign language teacher training program: the LMR-Plus model / Claudia Finkbeiner -- The integrated semester: building preservice teachers' commitments to the use of cooperative learning as essential pedagogy / Frances Slostad, Lynda Baloche, and Daniel Darigan -- Teaching demanding strategies for cooperative learning: a comparative study of five teacher education programs / Elizabeth G. Cohen, Danielle Briggs, Nikola Filby [and others] -- Stepping into groupwork / Rachel A. Lotan.
pt. 2. Commentaries -- The instructional design of cooperative learning for teacher education / Celeste M. Brody -- Pockets of excellence: implications for organizational change / Elizabeth G. Cohen -- Cooperative learning and teaching for social justice / Mara Sapon-Shevin -- The role of the classroom teacher in teacher education / Mark Brubacher -- Conclusion / Mara Sapon-Shevin and Elizabeth G. Chohen.
摘要:Annotation Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education. Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the essays in the volume demonstrate, a new alignment of field experiences to provide support for novices to implement cooperative strategies, and to receive timely and effective supervision for these attempts, may also be required.
