Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors’ work with pre-service teachers, and is intended to guide one’s practice in the classroom. The text’s primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children.
Chapter 5: Preparing to Teach Content: “Not Just a Series of Fun Activities”
Preparing to Teach Content: “Not Just a Series of Fun Activities”
Four preservice teachers were discussing lessons they had recently observed their cooperating teachers teach. Their task was both to briefly describe the lessons ...