CP 94-1 Guiding teacher learning: Insider studies of classroom-based work with teachers.
Abstract
This collection of papers focuses on a particular form of professional activity directed toward helping teachers learn to teach and learn from teaching. The authors call it guided practice, preferring this label to more familiar ones such as supervision, mentoring, coaching, field instruction. They define "guided practice" as face-to-face, close-to-the-classroom work on teaching and learning to teach.
The first paper provides a conceptual framework to be used in analyzing different traditions of guided practice and studying particular enactments. The papers that follow apply the framework to the study of particular instances of guided practice work with prospective and practicing teachers. Together these papers represent a serious effort by teacher educators to conceptualize and study an important professional role and practice in teacher education. The collection grew out of a doctoral seminar on guided practice at Michigan State University taught by Sharon Feiman-Nemser and Cheryl Rosaen.