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Teaching Practice: A Cross-Professional Perspective


by Pamela Grossman, Christa Compton, Danielle Igra, Matthew Ronfeldt, Emily Shahan & Peter Williamson - 2009


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Cite This Article as: Teachers College Record Volume 111 Number 9, 2009, p. 2055-2100
https://www.tcrecord.org ID Number: 15018, Date Accessed: 9/28/2020 10:18:01 PM
 
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About the Author
  • Pamela Grossman
    Stanford University
    E-mail Author
    PAM GROSSMAN is a professor of curriculum and teacher education at Stanford University. Her areas of research include teacher education, the teaching of English in secondary schools, and the teaching of practice in professional education.
  • Christa Compton
    Stanford University
    CHRISTA COMPTON is a postdoctoral scholar with the Stanford Teacher Education Program. Her research examines both teacher education and theological education, and focuses on the role of supervision in preparing novices for these professions.
  • Danielle Igra
    Stanford University
    DANIELLE IGRA is a doctoral candidate in curriculum and teacher education/English education at Stanford University and a consultant for the Mandel Teacher Education Institute. Her research connects professional development, teacher knowledge, teacher practice, and student learning and explores literary theory as a form of pedagogical content knowledge and as a reading strategy.
  • Matthew Ronfeldt
    Stanford University
    MATTHEW RONFELDT is a doctoral candidate in curriculum and teacher education at Stanford University. His research interests include professional education, the teaching of practice in teacher education, and professional identity. Previously, Matthew taught middle school math and science and coordinated professional development for in-service teachers.
  • Emily Shahan
    Stanford University
    EMILY SHAHAN is a doctoral candidate in mathematics curriculum and teacher education at Stanford University. Her research interests include the teaching and learning of secondary mathematics, specifically in the domain of linear relationships, and the pedagogy of teacher education.
  • Peter Williamson
    Stanford University
    PETER WILLIAMSON is the director of Stanfordís Teachers for a New Era project and is an instructor in the Stanford Teacher Education Program. He recently completed his PhD at Stanford in curriculum and teacher education. Before coming to Stanford, Peter taught middle and high school English and journalism in San Francisco Bay Area schools. His research interests include the teaching and learning of practice, teacher professional development, urban education, and language acquisition.
 
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