Toward a Framework of Resources for Learning to Teach: Rethinking U.S. Teacher Preparation (original) (raw)

In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher preparation intensifies. Toward a Framework of Resources for Learning to Teach addresses the historical and practical factors that animate these debates, arguing that novice teachers and teacher educators must understand the central conflicts in the field; however, the book also advances a way of approaching learning to teach that accounts for but does not get stuck at the level of programmatic designation. Using lively, in-depth case studies, the author shows how novice urban English teachers from two different teacher preparation pathways—a university-based program and an urban teacher residency—learn to teach within a policy context of high-stakes testing and “college readiness.” The author illustrates how learning to teach might best be understood as a recursive and dynamic process, wherein novice teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources.