Making Connections

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Chapter 2

Making Connections

This activity contains 10 questions.

How does experience in classrooms influence beginning teachers’ beliefs?

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How can educational theory influence the experiences of beginning teachers?

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Offer two reasons why students who go through traditional teacher preparation programs are more successful and more satisfied in their work than those who experience less formal preservice education.

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Explain how a portfolio and a résumé are different. Be specific in your explanation. What is the purpose of each?

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What will determine how able you are to provide a clear and concrete response to an interviewer’s question? Hint: Think back to your study of Chapter 1.

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To which of the types of knowledge discussed in Chapter 1 do use of time, classroom management, and teaching effectively most closely relate? Explain.

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What is the most likely reason that many beginning teachers receive little more than perfunctory school orientations instead of more detailed professional help, such as help with planning and conducting lessons?

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One of the school administrators observes your teaching, and the summary statement you receive in the feedback you’re given says, “You are making excellent progress, and on the basis of your teaching performance, I am recommending that you be given tenure.” Is this statement best described as formative evaluation or summative evaluation? Explain.

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

Identify an example of pedagogical content knowledge, general pedagogical knowledge, and knowledge of learners and learning in the descriptions of the propositions of the National Board for Professional Teaching Standards. Take information directly from the descriptions in your response.

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Identify at least three similarities between the INTASC principles (discussed in Chapter 1; see Table 1.3) and the descriptions of the NBPTS propositions. Take information directly from each in identifying your similarities.

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