Inspiring Teaching

Inspiring Teaching Preparing Teachers to Succeed in Mission-Driven Schools

Edited by Sharon Feiman-Nemser, Eran Tamir, and Karen Hammerness
paper, 256 Pages
Pub. Date: October 2014
ISBN-13: 978-1-61250-724-8
Price: $34.00

Add to Cart

How can we best prepare pre-service teachers to succeed in the classroom—and to stay in teaching over time? The one-size-fits-all model of traditional teacher education programs has been widely criticized, yet the most popular alternative—fast-track programs—have at best a mixed record of success. An increasing number of districts and charter networks are trying to fill this void with a third option: “grow-your-own” teacher preparation programs tailored to specific school contexts and the needs of the populations they serve.


Successful mission-driven schools are places of high purpose and deep learning. Inspiring Teaching richly depicts how three very different programs prepare and support teachers in their work. It offers valuable insights for any teacher educator or administrator who seeks to develop skilled, committed, and effective teachers. — Susan Moore Johnson, Jerome T. Murphy Research Professor, Harvard Graduate School of Education

This powerful comparative analysis of teacher education programs is both enlightening and inspiring. It provides the kind of perspective that only superb research can offer. Feiman-Nemser and her colleagues give readers a vantage point that sharpens our sense of the powerful role of context and the indispensable power of mission in teacher education. — Lee S. Shulman, president emeritus, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education, Stanford University

Inspiring Teaching convincingly argues that context matters in teacher preparation. Drawing on richly illustrated case studies, the editors show that learning to be a good teacher involves a complex and dynamic interplay of person, preparation, and teaching place. As a teacher educator and reader, I am convinced. Let’s hope policy makers are as well. — Anna E. Richert, Edward Hohfeld Professor of Education, and director, Mills Teacher Scholars, Mills College

Too many preparation programs follow a one-size-fits-all model. Inspiring Teaching offers an alternative paradigm—teacher education that prepares educators to serve particular groups of students or specific kinds of schools. Without them, “we risk losing the gifts of bright, socially committed teachers from teaching in areas of great need or from teaching completely.” — Dominique Coote, Thomas B. Fordham Institute

This clearly written and well-organized book illustrates how partnerships between schools and teacher preparation programs that embrace a shared vision can enhance teacher education and induction. — Wendy Gardiner, Teachers College Record

Inspiring Teaching should be read by volunteer leaders and educational leaders seeking to build a dynamic, mission-focused faculty that is ready for the next generation of young people at their schools. — Judd Kruger Levingston, Jewish Book Council

The authors are thoughtful to remind readers that collaboration between schools and teacher education programs is also part of the critical equation in the preparation of new teachers — K. Layton, Choice Connect

More Less

About the Editors

Sharon Feiman-Nemser is the Jack, Joseph and Morton Mandel Professor of Jewish Education at Brandeis University with a joint appointment in the Education Studies Program and the Department of Near Eastern and Judaic Studies. She began her career as a high school English teacher. At Brandeis she has founded the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education and started the master of arts in teaching (MAT) program, which prepares teachers for public schools and Jewish day schools. Feiman-Nemser has written extensively on teacher education, learning to teach, mentoring, and new teacher induction. Her most recent book, Teachers as Learners, was published by Harvard Education Press in 2012.

Eran Tamir is a senior research associate at the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education and a lecturer in education at Brandeis University. A sociologist and an educational policy scholar, he focuses his research on the social context of educational policy, teacher education policy, and the politics of education at the federal, state, and school levels. Tamir studied New Jersey’s first alternate route to teaching in the United States, has led the Choosing to Teach project since 2006, and founded the Longitudinal Survey of Day School Teachers. He is currently working on multiple research projects focusing on school leadership and culture, teacher careers, politics of education, and teacher preparation for financial literacy.

Karen Hammerness is an associate professor and the director of program research in the Master of Arts in Teaching Program at Bard College. Her research focuses on the design and pedagogy of teacher education in the United States and internationally with particular interest in the role of vision in teaching and teacher education and features of strong teacher education programs. Hammerness is doing comparative research on teacher education in five countries and studying context-specific teacher preparation for New York City. Her book, Seeing Through Teachers’ Eyes: Professional Ideals and Classroom Practices, was published in 2006 by Teachers College Press.

Table of Contents

Other books in Teacher Education

Equality or Equity

Jeffrey M. R. Duncan-Andrade

Other books in Teacher Education

Clinical Simulations as Signature Pedagogy

Edited by Benjamin H. Dotger and Kelly Chandler-Olcott

Other books in Teacher Education

English Learners at Home and at School

Joyce W. Nutta, Foreword by Carine M. Feyten