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Description
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Although we want students to be thoughtful, indepedent, creative, and collaborative -- many of the structures of traditional teaching and teacher education undermine efforts to develop these qualities. In this book Elizabeth Aaronsohn examines the assumptions and attitudes that pre-service teachers carry over from their own schooling experiences that may keep them mired in the traditional structures and agendas of most schools. She unpacks these assumptions by exploring issues of student dependency, reward systems, classroom power structures, competition, inclusion, and various habits that interfere with genuine learning -- and by presenting cases of personal and professional transformation. Aaronsohn argues that the road from student to teacher is rocky but rewarding -- and, that success lies in understanding one's self and one's societal and cultural experiences. Using qualitative research based on student writings and workshops, Aaronsohn offers practical advice to help pre-service teachers move beyond their own internalized assumptions to become reflective, creative teachers who will transform our schools.
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