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Self-Study of Language and Literacy Teacher Education Practices
Self-Study in Teacher Education Practices (S-STEP) contribute to teacher education in culturally and linguistically diverse communities and contexts. The chapters reflect the scholarly inquiry of teacher educators dedicated to investigating and improving their practice.
eBook
Social theory for teacher education research : beyond the technical-rational
\"Traditionally, teacher education research theory and practice have had a technical-rational focus on productions of knowledge, skills, performance and accountability. Such a focus serves to (re)produce current educational systems instead of noticing and critiquing the wider modes of domination that permeate schools and school systems. In Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper and the contributors make arguments for drawing on social theories to inform research in teacher education - research that moves the agenda beyond technical-rational concerns toward building a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling.\"--Back cover.
Book
The Teacher Educator's Handbook
Professional learning and development for all teacher educators through stories of practice and carefully structured coaching questions.
This book provides all teacher educators, wherever they are based, with key opportunities for professional learning and development, especially in relation to the new initial teacher education (ITE) core content framework and the new early career framework. A range of detailed narratives about practice have been written by teacher educators, for teacher educators, and are carefully curated by the author to draw out key learning points, including a range of coaching questions. Of interest for individuals and groups of teacher educators, and especially those working in partnerships, the book also contains research- and practice-informed guidance that can be used in professional development sessions.
eBook
Studying the effectiveness of teacher education : early career teachers in diverse settings
This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers.
Book
Developing outstanding practice in school-based teacher education
This book is designed to help the growing group of school-based teacher educators and those based in higher education develop excellent professional practice across their institutions. The first part of the book provides personal challenges to teacher educators, helping them to develop their own identity beyond that of being a classroom teacher and to recognise the values, knowledge and practices that are unique to them as part of the international community of teacher educators. This includes how to develop their pedagogy to embrace the needs of their trainees, and a realistic approach to developing an academic and scholarly aspect to their identity. The second part of the book describes some of the themes that underpin outstanding provision in teacher education including a broad curriculum, an enquiry-based approach, building a learning community, developing reflective practitioners, having an ethos of high aspiration, evaluation of impact and strong partnerships. Theory and practice are closely linked throughout with illustrations drawn from a variety of different settings.
This book is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.
eBook
Teachers learning : professional development and education
This book is part of The Cambridge Teacher series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.
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Transforming Teacher Education
Teacher education has a central role in the improvement of educational systems around the world but what do the teacher educators in universities and colleges actually do? Day-to-day, how do they support the learning and development of the thousands of new teachers we need every year? And why does this matter? Drawing on recent research by the authors, situated in the growing international literature, Transforming Teacher Education puts these questions in cultural and historical context and offers a practical answer in the form of an original agenda for the transformation of current conditions in teacher education with future designs for practice. Viv Ellis and Jane McNicholl argue that the academic work of teacher education needs to be reconfigured in order to stimulate the renewal of the profession of teaching and to develop new modes of educational research that will have impact on practice as well as building the discipline of Education within the universities. They offer suggestions for future designs for teacher education, drawing not only on the latest research in teacher learning and development but from across the social sciences.
eBook
Knowledge, policy and practice in teacher education : a cross-national study
'Knowledge, Policy and Practice in Teacher Education' reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire.
Book
Teacher Education and the Struggle for Social Justice
\"… Clear, articulate, and cogent….[Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions.\" -- Michael W. Apple, From the Foreword
In this selection of his work from 1991-2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. A major theme that comes up in different ways across the chapters is Zeichner’s belief that the mission of teacher education programs is to prepare teachers in ways that enable them to successfully educate everyone’s children. A second theme is an argument for a view of democratic deliberation in schooling, teacher education, and educational research where members of various constituent groups have genuine input into the educational process.
Teacher Education and the Struggle for Social Justice is directed to teacher educators and to policy makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society.
\"Clear, articulate, and cogent…[Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions.\"
--Michael W. Apple, From the Foreword
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Kenneth M. Zeichner is Hoefs-Bascom Professor of Teacher Education, and Associate Dean, School of Education, University of Wisconsin-Madison.
Foreword, Michael W. Apple
Preface
Acknowledgements
1. The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students
2. Educating Teachers for Social Justice
Ken Zeichner and Ryan Flessner
3. Professional Development Schools in a Culture of Evidence and Accountability
4. Action Research as a Strategy for Preparing Teachers to Work for Greater Social Justice: A Case Study from the United States
5. Action Research: Personal Renewal and Social Reconstruction
6. Action Research in Teacher Education as a Force for Greater Social Justice
7. Beyond the Divide of Teacher Research and Academic Research
8. Connecting Genuine Teacher Development to the Struggle for Social Justice
9. Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools
10. Reflections of a University-Based Teacher Educator on the Future of College- and University-Based Teacher Education
eBook