A Case for Change in Teacher Preparation

Developing Community-Based Residency Programs

Author: Julie Gorlewski

Publisher: Routledge

ISBN:

Category: Education

Page: 276

View: 839

Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools? These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts. Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.

A Case for Change in Teacher Preparation

Developing Community-Based Residency Programs

Author: Julie Gorlewski

Publisher: Routledge

ISBN:

Category:

Page: 232

View: 713

Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools? These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs. First, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts. Through a combination of rich description, and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policymakers, and researchers.

Changing Times In Teacher Education

Restructuring Or Reconceptualising?

Author: Marvin F. Wideen

Publisher: Routledge

ISBN:

Category: Education

Page: 248

View: 424

Pressures for reform in teacher education have begun to take on the same sense of urgency as school reform. Those faculties of education who have been strong advocates for change in the schools now find themselves the subject of similar pressures from governmental policy makers. Attempts at change have taken place in many different countries and jurisdictions around the world.; This book details, through a series of international vignettes, how teachers are responding to the changing times and social contexts in which they do their work. The authors hold the view that changes are inevitable in teacher education but what is not clear is who will control the changes and whether the end result will actually improve the preparation of teachers. The theme of the book is that the reform of teacher education should be informed by intelligent debate and that any attempt to restructure teacher preparation should result from a careful reconceptualisation of it purposes and processes.

Teacher Education and Pedagogy

Theory, Policy and Practice

Author: Michael Evans

Publisher: Cambridge University Press

ISBN:

Category: Education

Page: 190

View: 710

"Initial teacher education continues to elicit strong views and contested prescriptions, with judgements made increasingly on the basis of international comparisons. Against this background of educational debate and polemic, there is a need for insights gained from research-based qualitative accounts of the processes and practice taking place in high-performing institutions and contexts. Teacher Education and Pedagogy combines critical discussion of transformative processes of teacher education policy and planning with fine-grained analysis of effective practice"--Book cover.

Teacher Education and Black Communities

Implications for Access, Equity and Achievement

Author: Chance W. Lewis

Publisher: IAP

ISBN:

Category: Education

Page: 353

View: 183

The field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

Leading Change in Teacher Education

Lessons from Countries and Education Leaders around the Globe

Author: Thuwayba Al Barwani

Publisher: Routledge

ISBN:

Category: Education

Page: 254

View: 685

The international attempt to expand schooling despite dealing with an insufficient number of trained teachers has placed significant pressure on teacher education. Continued effort to change all aspects of teacher education, including ways of learning, methods of practice, institution interaction and assessment of teaching ability, in order to fulfil the desire to offer inclusive and equitable teaching for all, is a serious consideration. In response to this increased attention on cross-national campaigns, Leading Change in Teacher Education features discussions covering what has been done, how and why the change has happened, the journey itself and the challenges encountered along the way, alongside contributions from international academics who share their reflections and suggestions for a way forward, despite a global shortage of teachers. Strategies surrounding the design and delivery of education now centre on improving how teachers are prepared, supported and evaluated. Leading Change in Teacher Education captures the stories of international change leaders by: Providing details of both the successes and challenges faced Presenting innovative practices in teacher education from around the world Describing the strategies put in place to ensure that teacher education is developing The topics discussed are relevant for educators, policymakers and international organizations involved in the design and implementation of programmes in teacher education. Leading Change in Teacher Education is also an invaluable resource for those looking to increase the changes occurring within teacher education.

Changing Times In Teacher Education

Restructuring Or Reconceptualising?

Author: Marvin F. Wideen; Peter P. Grimmett both of the Simon Fraser University, British Columbia, Canada.

Publisher: Routledge

ISBN:

Category: Education

Page: 248

View: 834

Pressures for reform in teacher education have begun to take on the same sense of urgency as school reform. Those faculties of education who have been strong advocates for change in the schools now find themselves the subject of similar pressures from governmental policy makers. Attempts at change have taken place in many different countries and jurisdictions around the world.; This book details, through a series of international vignettes, how teachers are responding to the changing times and social contexts in which they do their work. The authors hold the view that changes are inevitable in teacher education but what is not clear is who will control the changes and whether the end result will actually improve the preparation of teachers. The theme of the book is that the reform of teacher education should be informed by intelligent debate and that any attempt to restructure teacher preparation should result from a careful reconceptualisation of it purposes and processes.

Transforming Teacher Education

What Went Wrong with Teacher Training, and How We Can Fix It

Author: Valerie Hill-Jackson

Publisher: Stylus Publishing, LLC.

ISBN:

Category: Education

Page: 288

View: 712

Extracts from the text: "Why are fifteen million children and youth in poverty not achieving when we know that low-income students excel in the classrooms of “star” teachers (who comprise approximately 8 percent of the teaching force)?" "Whose needs or interests are being met in education reform today?" “In my own institution, there has not been a systematic assessment of the effectiveness of the basic teacher education program since the institution was founded over a century ago as a teachers college. Imagine, not one ever!” "Teachers who empathize with students and the life challenges they face soon realize that the dysfunctional bureaucracies will not permit them to meet the needs of their students. Half of the starry-eyed beginners are gone in five years or less." "Why does teacher education focus on the managerial, instrumental or delivery system aspects of the profession?" "The expert advice dispensed by schools of education regarding what future teachers should do is not connected to any theory of learning, or to any reality of life in school classrooms." "Why has the recruitment process resulted in a cohort of teachers who are unable to connect with their students?" "Does a qualified teacher equate to a quality teacher?" "The best hope of getting more effective teachers from university teacher preparation programs is to base their budgets on the number of their graduates who serve in challenging schools and their effectiveness with children and youth. At the district level, the salaries of hiring officials should be based on how well these officials identify and retain quality teachers." In this book, 12 distinguished scholars provide a hard-hitting, thoroughly researched, historical and theoretical critique of our schools of education, and offer clear recommendations on what must be done to ensure all children can achieve their potential, and contribute to a vibrant, democratic society.

Evaluating Teacher Education Programs through Performance-Based Assessments

Author: Polly, Drew

Publisher: IGI Global

ISBN:

Category: Education

Page: 436

View: 532

Performance-based assessments have become a critical component of every teacher education program. Such assessments allow teacher candidates to demonstrate their content and pedagogical knowledge, skills, and dispositions in an authentic setting. Evaluating Teacher Education Programs through Performance-Based Assessments analyzes and discusses the theory and concepts behind teacher education program evaluation using assessment tools such as lesson plans, classroom artifacts, student work examples, and video recordings of lessons. Emphasizing critical real-world examples and empirically-based studies, this research-based publication is an ideal reference source for university administrators, teacher educators, K-12 leaders, and graduate students in the field of education.

Portrait of a Profession

Teaching and Teachers in the 21st Century

Author: Wendy J. Glenn

Publisher: Greenwood Publishing Group

ISBN:

Category: Education

Page: 230

View: 252

Offering an inside look at the hidden dimensions of teaching, this provocative text presents insight into, and analysis of, the work of teaching--from preparing teachers and their daily work to the influence of public policy on the profession.

A Call for Change in Teacher Education

Author: United States. National Commission for Excellence in Teacher Education

Publisher: Amer Assn of Colleges for Teacher

ISBN:

Category: Education

Page: 56

View: 254

This report is organized around the following themes: (1) supply and demand for quality teachers (scholastic attainments of prospective teachers at the high school and college levels, demographic and social forces having an impact upon the recruitment of qualified students); (2) programs for teacher education (liberal education, subject specialization, professional education); (3) accountability for teacher education (state standards for teacher education programs, accreditation of teacher education programs); (4) resources for teacher education (school of education funding, allocation of resources for research and development, advanced degree programs); and (5) conditions necessary to support the highest quality of teaching (teacher salaries, advancement opportunities, work environments, status, autonomy). A broad analysis of each of the issues is provided and supported by empirical findings. A series of 16 recommendations is proposed to address the need for change and improvement. Included among the appendices is a listing of testimony presented at the commission hearings. (JD)

Preparing Teachers for a Changing World

What Teachers Should Learn and Be Able to Do

Author: Linda Darling-Hammond

Publisher: John Wiley & Sons

ISBN:

Category: Education

Page: 640

View: 638

Based on rapid advances in what is known about how people learn andhow to teach effectively, this important book examines the coreconcepts and central pedagogies that should be at the heart of anyteacher education program. Stemming from the results of acommission sponsored by the National Academy of Education,Preparing Teachers for a Changing World recommends thecreation of an informed teacher education curriculum with thecommon elements that represent state-of-the-art standards for theprofession. Written for teacher educators in both traditional andalternative programs, university and school system leaders,teachers, staff development professionals, researchers, andeducational policymakers, the book addresses the key foundationalknowledge for teaching and discusses how to implement thatknowledge within the classroom. Preparing Teachers for a Changing World recommends that,in addition to strong subject matter knowledge, all new teachershave a basic understanding of how people learn and develop, as wellas how children acquire and use language, which is the currency ofeducation. In addition, the book suggests that teachingprofessionals must be able to apply that knowledge in developingcurriculum that attends to students' needs, the demands of thecontent, and the social purposes of education: in teaching specificsubject matter to diverse students, in managing the classroom,assessing student performance, and using technology in theclassroom.

Teacher Education in America

Reform Agendas for the Twenty-First Century

Author: NA NA

Publisher: Springer

ISBN:

Category: Business & Economics

Page: 346

View: 582

Teacher Education in America is a thought-provoking analysis of the major issues and problems surrounding teacher preparation. Christopher Lucas offers valuable insights into this ongoing debate. Including an illuminating account of the history of teacher education in the United States.

International Handbook of Teacher Education

Author: John Loughran

Publisher: Springer

ISBN:

Category: Education

Page: 582

View: 970

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.

Teacher Education Policy

Narratives, Stories, and Cases

Author: Hendrik D. Gideonse

Publisher: SUNY Press

ISBN:

Category: Education

Page: 349

View: 165

This collection of narratives, stories, and case studies brings to life examples of policy processes that affect teacher educators' work, goals, and accomplishments, including certification, testing, allocation of policy responsibilities, standards, and resources. Gideonse, a veteran participant in teacher education policy struggles in many different arenas, has provided an invaluable service by pulling together representative contributions that sample recent policy initiatives from state and Federal agencies, special commissions, teacher education units, and professional organizations. He clearly details the complex interplay of climate, role, structure, assumptions, issues, and players in each episode. This selective combination of diverse types and voluminous amounts of data provides support for teacher educators seeking to more fully realize their professional aspirations and make more productive contributions to the policy debates that affect them.

Possibilities, Challenges, and Changes in English Teacher Education Today

Exploring Identity and Professionalization

Author: Heidi L. Hallman

Publisher: Rowman & Littlefield

ISBN:

Category: Education

Page: 206

View: 437

This book focuses on English teacher educators’ experiences concerning professionalization and teacher identity. Throughout the book, chapter authors articulate dilemmas that focus around professionalization and teacher identity, questioning what it means to be an English teacher today.

Fifty Modern Thinkers on Education

From Piaget to the Present Day

Author: Liora Bresler

Publisher: Routledge

ISBN:

Category: Education

Page: 320

View: 203

Fifty Modern Thinkers on Education looks at fifty of the twentieth century's most significant contributors to the debate on education. Among those included are: * Pierre Bourdieu * Elliot Eisner * Hans J. Eysenck * Michel Focault * Henry Giroux * Jurgen Habermas * Susan Isaacs * A.S. Neill * Herbert Read * Simone Weill. Together with Fifty Major Thinkers on Education this book provides a unique history of educational thinking. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.