Titlebook: Proactive Images for Pre-Service Teachers; Identity, Expectatio Jeremy Delamarter Book 2019 The Editor(s) (if applicable) and The Author(s)

繼而發(fā)生

One Step Removed, face-to-face encounters with teaching are often surprising and, sometimes, unsettling. The chapter includes activities designed to help readers reflect on their own mediated experiences with teaching.

玩笑

Losing Your Illusionsof practice shock (e.g., cognitive dissonance) is unavoidable, and pre-service teachers should be equipped with both the theoretical knowledge and the reflective skill to deal with it when it happens.

低位的人或事

噴出

Why Expectations Mattertwo-dimensional understandings that only partially reflect reality. The chapter uses Plato’s “Parable of the Cave,” Baudrillard’s theory of simulacra, and psychological distinctions between “illusions” and “delusions” to build the foundation upon which the subsequent chapters rest: it is both easy a

BIBLE

One Step Removed past classroom experiences, family histories, cultural rhetoric, and media representations in shaping and informing students’ expectations of teaching. Students’ experiences with teaching have been mediated and filtered through experiential and cultural lenses, which helps to explain why unfiltered

飛鏢

Concern, Control, and Changeteachers often have before entering the field. The chapter documents how these concerns often transition from . to . over time. By the end of their field experiences, pre-service teachers tend to be less concerned with their own performance and more concerned with the performance of their students.

使迷惑

fatty-acids

Outwit

Becoming Something Newonal and professional growth. Building on the well-established theories of identity negotiation, critical incidents, and transformational learning, and backed up by a wealth of empirical research, this chapter ends with reflective support for both pre-service teachers and teacher preparation program

傲慢物