Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
35,080
result(s) for
"Teacher educators."
Sort by:
The trouble with ed schools
American schools of education get little respect. They are portrayed as intellectual wastelands, as impractical and irrelevant, as the root cause of bad teaching and inadequate learning. In this book a sociologist and historian of education examines the historical developments and contemporary factors that have resulted in the unenviable status of ed schools, offering valuable insights into the problems of these beleaguered institutions.David F. Labaree explains how the poor reputation of the ed school has had important repercussions, shaping the quality of its programs, its recruitment, and the public response to the knowledge it offers. He notes the special problems faced by ed schools as they prepare teachers and produce research and researchers. And he looks at the consequences of the ed school's attachment to educational progressivism. Throughout these discussions, Labaree maintains an ambivalent position about education schools-admiring their dedication and critiquing their mediocrity, their romantic rhetoric, and their compliant attitudes.
eBook
The Layered Toll of Racism in Teacher Education on Teacher Educators of Color
To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice.
Journal Article
Situating ICT in early childhood teacher education
Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ TPACK.
Journal Article
Language teacher educator psychology: A research agenda
Despite the central role of language teacher educators (LTEs) in contributing to the development of language teachers in higher education and non-higher education contexts, there is a lack of theoretical and empirical work on their professional lives. One such area that remains largely unexplored concerns the psychology of LTEs. This paper argues for the need to embrace a research program that systematically investigates aspects of LTE psychology in the face of the unique demands, challenges, and pressures this professional group needs to navigate in their complex situated reality. We first position LTEs as key agents in the educational enterprise and go on to problematize the current state of scholarship on this under-researched population in universities, schools, and other practical settings. We then present an empirically grounded discussion to justify why a more explicit focus on LTE psychology is essential, followed by a brief review of what is already known in this respect. In what follows, we outline several key directions future empirical work might take to generate a more in-depth and holistic account of LTE psychology. Overall, this paper portrays LTE psychology as a promising but under-explored area which merits particular attention in its own right.
Journal Article
Relational Expertise of Teachers Educators: Theory and Practice
A valuable text for teacher educators, including ECT mentors in schools, on the topic of relational expertise. It provides a critical analysis of current conceptions of the role of teacher educator and a theoretical basis for practice.This book provides a concise and clear cultural-historical perspective of the expertise of teacher educators. The theoretical framework of relational expertise draws upon what matters to both the teacher educator and beginning teacher as they work together on the complex problem of learning to teach. It provides a clear basis for their practice and for what happens in their practice, signalling a way of understanding how to undertake the role of teacher educator in terms of the professional learning of the beginning teacher. Concepts explored include relational expertise, relational agency, common knowledge, the double move, metacommentary, and second order practice, offering a critique of the deconstruction of the act of teaching into bite-size chunks to be memorised. Opportunities for critical reflection are also provided throughout the book, which speaks to teacher educators directly in terms of suggesting a clear theoretical basis for their expertise and how to enact this in practice.
eBook