Reforming Teaching And Teacher Education
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| Author | : Eija Kimonen |
| Publisher | : Springer |
| Total Pages | : 278 |
| Release | : 2017-03-21 |
| Genre | : Education |
| ISBN | : 9463009175 |
What are the prerequisites for reforming education, and how can these reforms be seen in school development and culture? How should teacher education support this reform process? What are the principles and practices underlying the functioning of the schools of tomorrow? These questions are examined in this unique volume. The authors in this book argue that the central function of teacher education and education in general is to respond to the challenges brought on by the twenty-first century. According to this approach, the competencies and skills needed in the future are not merely a new addition to school activities, but rather something requiring a comprehensive reform of school culture encompassing teacher education, curricula, and teaching methods. Such a fundamental process of change in the action and thinking models used by schools would be an effort to achieve a complete transformation, the result of which would be schools developing into organizations that are both creative and imbued with a strong sense of community. A central attribute is that the creation of new knowledge is not just restricted to the classroom but also takes place in out-of-school environments. This would link learning to its natural context, eventually leading to an ideal instruction that is actively problem oriented, holistic, and life centered. This reform-minded volume is divided into three parts. The first part focuses on the reform processes in teacher education, the second on the reforms of pedagogics at schools and teacher education institutions, and the third on the processes of reculturing schools. New prospects for active schools in the United States and Europe, as well as in Japan and China, are discussed.
| Author | : Maria Teresa Tatto |
| Publisher | : IAP |
| Total Pages | : 283 |
| Release | : 2009 |
| Genre | : Education |
| ISBN | : 1607522624 |
Seeking to raise the discussion of globalisation's effects on teacher education, this book provides specific examples in the comparative tradition to illustrate teacher policy in the context of education systems' variability and complexity.
| Author | : Ralph P. Ferretti |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2018 |
| Genre | : Teachers |
| ISBN | : 9781138729490 |
Improving educational outcomes : contrasting perspectives / Ralph P. Ferretti and James Hiebert -- Promises and pitfalls for teacher evaluation / Drew H. Gitomer -- Evaluating teachers and teacher preparation programs / Robert Floden -- Does VAM + MET = improved teaching? / James W. Stigler, James Hiebert, and Karen B. Givvin -- Teacher-student interactions : measurement, impacts, improvement, and policy / Robert C. Pianta -- Using data to inform decisions regarding teacher preparation / George H. Noell and Kristin A. Gansle -- Improving complex systems of instruction : the case of a mathematics teacher preparation program / James Hiebert, Robert M. Wieman, and Dawn Berk -- How to reform reform / Mary M. Kennedy -- Conclusion : improving educational outcomes: reflections and prospections / Ralph P. Ferretti and James Hiebert
| Author | : Sheila Nataraj Kirby |
| Publisher | : Rand Corporation |
| Total Pages | : 197 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 0833039822 |
Teacher education has been subject to both scathing criticism and innumerable efforts designed to reform it or to save it from being dismantled. One of the latest and most well funded efforts aimed at teacher education reform is boldly titled Teachers for a New Era (TNE). Eleven colleges and universities of various types nationwide were selected to participate in TNE. The TNE initiative emphasizes evidence-based decisionmaking, close collaboration between education and arts and sciences faculty, and teaching as an academically taught clinical-practice profession. The RAND Corporation and the M.
| Author | : Richard J. Mezeske |
| Publisher | : Peter Lang |
| Total Pages | : 252 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : 9780820461786 |
This book tells the story of how the education faculty in a small, Midwestern liberal arts college recovered from the loss of its NCATE (National Council for Accreditation of Teacher Education) accreditation. Over a period of ten years, the faculty revitalized, reconceptualized, and redesigned their teacher education program, regaining accreditation in the process. Among the areas addressed are developing a conceptual framework and an assessment plan, the teaching of literacy and writing, field placements, technology integration, creative staffing, and diversity. What emerges is a portrait of a faculty engaged in a vibrant and developmental process of change and reform focused on the preparation of quality teachers for America's schools.
| Author | : Alma Harris |
| Publisher | : Routledge |
| Total Pages | : 424 |
| Release | : 2017-07-31 |
| Genre | : Education |
| ISBN | : 1317247884 |
Teachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform. By offering contemporary examples and perspectives on the practice, impact and sustainability of PLCs, this book takes a global, comparative view showing categorically that those educational systems that are performing well, and seek to perform well, are using PLCs as the infrastructure to support teacher-led improvement. Split into three sections that look at the macro, meso and micro aspects of how far professional collaboration is building the capacity and capability for school and system improvement, this text asks the questions: Is the PLC work authentic? Is the PLC work being implemented at a superficial or deep level? Is there evidence of a positive impact on students/teachers at the school/district/system level? Is provision in place for sustaining the PLC work? Teachers Leading Educational Reform illustrates how focused and purposeful professional collaboration is contributing to change and reform across the globe. It reinforces why teachers must be at the heart of the school reform processes as the drivers and architects of school transformation and change.
| Author | : Scheg, Abigail G. |
| Publisher | : IGI Global |
| Total Pages | : 336 |
| Release | : 2014-01-31 |
| Genre | : Education |
| ISBN | : 1466650567 |
"This book creates the argument for more sufficient online teacher preparation in higher education and is geared toward all members of higher education including faculty, administrators, and educational affiliates"--Provided by publisher.
| Author | : Thomas S. Popkewitz |
| Publisher | : SUNY Press |
| Total Pages | : 404 |
| Release | : 1993-01-01 |
| Genre | : Education |
| ISBN | : 9780791414477 |
The reform of teacher education has been a focal point of state action in industrial countries since the early 1980s. Given this convergence of educational and governmental activity, the studies presented here are a significant departure from conventional discourse on reform, because they explore the ways that social regulation and political power operate through the processes of educational reform. This book considers the reform of teacher education to be an integral part of the larger system of social regulation that takes place in the arena of schooling. Reforms in teacher education involve complex sets of interactions among and within social institutions. These interactions help shape power relations and patterns of social regulation that operate through state, university, and school interactions. Nevertheless, the patterns that give direction and value to teacher education are not easily discerned in public discussions of educational change. Instead, many of the most important regulatory aspects of teacher education reform are partly obscured by a public discourse that focuses attention on formal responses to socioeconomic events, and that tends to divert critical attention away from the power that is exercised--and the interests that are served--during reform. This volume presents studies of reform in Australia, Finland, Iceland, Portugal, Spain, Sweden, the United Kingdom, and the United States. Although these countries differ in their political and social histories, rates and levels of industrialization, and patterns of educational practice, there is a striking commonality in both the strategies that are employed to reform teacher education, and in the nature of social regulation that is a concomitant of reform.
| Author | : |
| Publisher | : |
| Total Pages | : 170 |
| Release | : 2004 |
| Genre | : Educational change |
| ISBN | : |
In a bold attempt to reform the way teachers are prepared in the United States, the Carnegie Corporation of New York, with the Annenberg Foundation and the Ford Foundation, launched Teachers for a New Era (TNE) in the summer of 2001. The goal of this initiative is to fundamentally reform teacher education in a selected number of teacher preparation programs by providing these sites with funding ($5 million over a period of five years) and technical assistance through the Academy for Educational Development (AED). Four institutions were selected for the TNE grant in FY2002: Bank Street College of Education; California State University, Northridge (CSUN); Michigan State University (MSU); and the University of Virginia (UVa). Bank Street College of Education is an independent institution devoted entirely to Improving the education of children and their teachers. The college comprises three divisions: Children's Programs, which runs the School for Children; the Division of Continuing Education; and the Graduate School of Education devoted entirely to teacher education. The Graduate School offers master's degrees in education through a number of different pro- grams that can be completed in as little as 12-15 months, although two years to completion is most typical. Generally, Bank Street graduates about 250 teachers per year from programs leading to initial certification. CSUN offers multiple pathways for obtaining elementary and secondary teaching credentials, including undergraduate programs offered jointly by the College of Education and arts and sciences colleges. In addition, it offers several versions of the postbaccalaureate program (fifth-year program). In 2000-01, CSUN issued a total of 1,554 initial credentials. Overall, a little less than half of the graduates were minorities.
| Author | : |
| Publisher | : |
| Total Pages | : 170 |
| Release | : 2004 |
| Genre | : |
| ISBN | : |
In a bold attempt to reform the way teachers are prepared in the United States, the Carnegie Corporation of New York, with the Annenberg Foundation and the Ford Foundation, launched Teachers for a New Era (TNE) in the summer of 2001. The goal of this initiative is to fundamentally reform teacher education in a selected number of teacher preparation programs by providing these sites with funding ($5 million over a period of five years) and technical assistance through the Academy for Educational Development (AED). Four institutions were selected for the TNE grant in FY2002: Bank Street College of Education; California State University, Northridge (CSUN); Michigan State University (MSU); and the University of Virginia (UVa). Bank Street College of Education is an independent institution devoted entirely to Improving the education of children and their teachers. The college comprises three divisions: Children's Programs, which runs the School for Children; the Division of Continuing Education; and the Graduate School of Education devoted entirely to teacher education. The Graduate School offers master's degrees in education through a number of different pro- grams that can be completed in as little as 12-15 months, although two years to completion is most typical. Generally, Bank Street graduates about 250 teachers per year from programs leading to initial certification. CSUN offers multiple pathways for obtaining elementary and secondary teaching credentials, including undergraduate programs offered jointly by the College of Education and arts and sciences colleges. In addition, it offers several versions of the postbaccalaureate program (fifth-year program). In 2000-01, CSUN issued a total of 1,554 initial credentials. Overall, a little less than half of the graduates were minorities.
