Teacher Education Policy In The United States

Author: Penelope M. Earley
Editor: Routledge
ISBN: 1136914099
Size: 15,98 MB
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What constitutes a high quality teacher education program and what standards teacher candidates should meet before receiving their teaching credential? This volume advances deep understanding of the nature and sources of policy affecting the preparation of teachers in the U.S. and the conflicts or interconnections of these policies with the broader field of education policy. Contributions from actors in the policy world and experts representing the stakeholders are balanced and based on issues currently facing the field. Policy is viewed as evolving and political. The connection or lack thereof between policy and research is examined. Policy case studies ground the principles developed within specific chapters in practice and illustrate that policy questions and solutions are continually evolving and unsettled. Chapter-end commentaries by the editors relate the focus of each chapter to the overarching themes of the book: policy formation, policy influences, policy paradoxes, and connections to research. This volume is an essential resource for understanding and resolving today’s uncertainty and confusion over teacher education policy.

Teacher Education Policy And Practice

Author: Joce Nuttall
Editor: Springer
ISBN: 9811041334
Size: 14,42 MB
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This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society.

Understanding Teacher Education In Contentious Times

Author: Catherine Cornbleth
Editor: Routledge
ISBN: 1136169067
Size: 11,69 MB
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Understanding Teacher Education in Contentious Times examines how public, professional, and private or corporate agencies operate to shape teacher education and possibilities for its improvement. Teacher education programs, particularly those leading to state certification or licensure, are influenced not only by state regulations but also by required review and accreditation by an outside agency such as the National Council for the Accreditation of Teacher Education, and are subject to various contextual pressures such as the cultures of the institutions that host them and their surrounding communities, their potential student and employer markets, strong individuals, professional organizations, history or tradition, and, increasingly, external, usually privately-funded, special interest corporations such as the National Council on Teacher Quality. Unique among books on teacher education, this volume interweaves—in historical context including emerging trends—the complex contexts in which practice and reform efforts take place and are supported or impeded.

The Struggle For The Soul Of Teacher Education

Author: Kenneth M. Zeichner
Editor: Routledge
ISBN: 1351579002
Size: 13,41 MB
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The Struggle for the Soul of Teacher Education is a much-needed exploration of the unprecedented current controversies and debates over teacher education and professionalism. Set within the context of neo-liberal education reforms across the globe, the book explores how the current struggles over teaching and teacher education in the US came about, as well as reflections on where we should head in the future. Zeichner provides specific examples of work that moves teacher education toward greater congruency between ideals and practices, while?outlining?the basis for a new form of community-based teacher education, where universities and other program providers, local communities, school districts, and teacher unions share responsibility for the preparation of teachers. Ultimately, Zeichner problematizes an uncritical shift to more practice and clinical experience, and discusses the enduring problems of clinical teacher education needed for this shift to be educative. Readers are sure to gain insight on?transforming teacher education so it more adequately addresses the need to prepare teachers capable of providing a high quality education with access to a rich and broad curriculum, and culturally and community responsive teaching for everyone’s children.

Interculturalization And Teacher Education

Author: Cheryl Hunter
Editor: Routledge
ISBN: 1317690370
Size: 14,33 MB
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Institutions of higher education are keen to improve teachers’ intercultural experiences, communication, and understanding, but offer few resources for bringing the research literature to direct application in teacher education programs. This volume addresses that gap by examining what intercultural exchanges in teacher education look like, why they are important, and how they can be maintained. The authors examine how socio-cultural beliefs, institutional structures, and external accreditation bodies interact in the process of interculturalization, highlighting the incentives and barriers as well as strategies to implement and maintain interculturalization projects. Highlighting pragmatic examples, this book addresses the challenges and benefits of interculturalization that can be applied to teacher education programs from both a theoretical and practitioner perspective.

Teacher Education For Democracy And Social Justice

Author: David Keiser Lee
Editor: Routledge
ISBN: 1136756507
Size: 11,57 MB
Format: PDF
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Examines just how the important goals of educating for democracy can be achieved from the perspective of those working in teacher education and in P-12 schools.

Educational Renewal

Author: John I. Goodlad
Editor: Jossey-Bass
ISBN: 9780787944223
Size: 12,43 MB
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"Once again Goodlad has his finger on the pulse of education. . . . Excellent reading for the professional educator." --Choice Goodlad picks up where he left off in Teachers for Our Nation's Schools --providing the vision and rationale behind centers of pedagogy that can bring schools and universities together in a close, renewing relationship.

Equity And Quality In Education Supporting Disadvantaged Students And Schools

Author: OECD
Editor: OECD Publishing
ISBN: 9264130853
Size: 17,96 MB
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Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. This book presents a series of policy recommendations for education systems to help all children succeed.

Centers Of Pedagogy

Author: Robert S. Patterson
Editor: Jossey-Bass
ISBN: 9780787945619
Size: 17,46 MB
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From the AgAnda for Education in a Democracy Series Sponsored by the National Network for Educational Renewal Afterword by John I. Goodlad "Everyone wants to transform teacher education. Most agree that transformation can only occur when arts and science faculty, teacher educators, and K-12 practitioners join together. IntAnded for provosts and college deans, school leaders and university faculty, this book provides guidance on achieving that transformation through a structural innovation called a Center of Pedagogy." --David G. Imig, chief executive officer, American Association of Colleges for Teacher Education "From vision to reality--this book provides a rationale and illustrations of ways to build bridges among the arts and sciences, education, and partner schools to create a faculty devoted to strengthening teacher preparation and schooling." --Jan Kettlewell, assistant vice chancellor for academic affairs, University System of Georgia "Administrators and teacher educators interested in and committed to building school-university partnerships ought to read Centers of Pedagogy. It will help dedicated and determined educators committed to systemic change to better respond to the challenges they face." --Robert V. Bullough, Jr., professor of educational studies, The University of Utah This volume in the AgAnda for Education in a Democracy series examines a growing movement of schools and universities collaborating in ways that break down traditional barriers and promote systemic educational renewal. Centers of Pedagogy offers a practical framework for advancing university-school collaboration on educational improvement. The authors draw from their diverse experiences as university deans and focus on the Centers of Pedagogy model, a strategy conceived by John Goodlad and refined by participating institutions in the National Network for Educational Renewal. Under this model, faculty in teacher education, the arts and sciences, and the P-12 schools work together to provide aspiring teachers with a well-rounded education. This collaboration ultimately improves school curricula, teaching practice, and the education of educators. Featuring case examples from a variety of successful partnership programs, this book studies the policies, organizational structures, and other key conditions needed to establish such vital centers.

Teaching In Tension

Author: Frances Vavrus
Editor: Springer Science & Business Media
ISBN: 9462092249
Size: 19,59 MB
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In recent years, international efforts to improve educational quality in sub-Saharan Africa have focused on promoting learner-centered pedagogy. However, it has not fl ourished for cultural, economic, and political reasons that often go unrecognized by development organizations and policymakers. This edited volume draws on a long-term collaboration between African and American educational researchers in addressing critical questions regarding how teachers in one African country—Tanzania—conceptualize learner-centered pedagogy and struggle to implement it under challenging material conditions. One chapter considers how international support for learner-centered pedagogy has infl uenced national policies. Subsequent chapters utilize qualitative data from classroom observations, interviews, and focus group discussions across six Tanzanian secondary schools to examine how such policies shape local practices of professional development, inclusion, gender, and classroom discourse. In addition, the volume presents an analysis of the benefi ts and challenges of international research between Tanzanian and U.S. scholars, illuminating the complexity of collaboration as it simultaneously presents the outcome of joint research on teachers’ beliefs and practices. The chapters conclude with questions for discussion that can be used in courses on international development, social policy, and teacher education. “This volume, written by a multi-national team of scholar-practitioners, makes an important contribution to our understanding of learner-centered teaching and collaborative educational research. Based on an intensive investigation in Tanzania of a professional development program and teachers’ efforts to conceptualize and implement a globally-promoted pedagogical approach, the authors illustrate – and critically analyze – how these practices are enabled and constrained by cultural lenses, power relations, and material conditions. Importantly, they also examine refl exively how cultural, power, and resource issues shaped their struggle to engage in a collective praxis of qualitative inquiry. The tensions referenced in the title sparked valuable insights, which will be useful to educators, researchers, and policy makers.” — Mark Ginsburg, FHI 360 and Teachers College, Columbia University.