Philosophical Perspectives on Teacher Education presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. Brings together philosophical essays on an underserved yet urgent aspect of teacher education Explores the kinds of ethical considerations that should enter into discussions of a teacher’s professional education Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being Represents an important resource to stimulate contemporary debates about what the future of teacher education should be
This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn.
Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils. Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning. This book: demonstrates the contribution of sociocultural and cultural-historical activity theory (CHAT) towards our understandings of teacher learning offers a strong exemplification of a research focus on teachers as learners in specific sociocultural settings shows what teachers learn, how they learn and where they learn, using specific research examples, in the context of broader interests in the development of professional practice and professional education. As the only volume now available that applies CHAT principles to teacher education and learning, Cultural-Historical Perspectives on Teacher Education and Development will be highly useful for teachers and teacher educators undertaking postgraduate and doctoral studies, particularly in the area of professional learning and development. It will also be of relevance to the continuing development of teachers and other school-based professionals.
An overview of current issues and developments in foreign language education, designed for instructors of language, literature, and culture at any stage of their careers A contemporary guide to language teaching, this book presents the latest developments and issues in the field of applied linguistics. Written by scholars with expertise in theoretical linguistics, literary and cultural studies, and education, the book encourages readers to examine their beliefs about language teaching and to compare these perspectives with the tenets of current research-supported frameworks and approaches. It also leads instructors to make vital connections between theory and practice while linking language and content pedagogy so that they may develop innovative lesson plans, classroom activities, and course materials that align with the specific contexts in which they teach. Serving as a textbook for teaching methods courses, as well as a reference for instructors with varying levels of experience and diverse specializations, the book is applicable to all levels of instruction and provides guidelines and models that prepare instructors to teach in a rapidly evolving field.
This edited volume brings together diverse thinkers and practitioners from the field of teaching and teacher education as it pertains to educational development in South Asia. In this volume, authors draw from their research, practice, and field experiences, showcasing how teaching and teacher education are currently being carried out, understood, theorized, debated, and implemented for the education of children and teachers alike in South Asia. The volume also includes practitioner voices, which are often marginalized in academic discourse. This book acts as a key reference text for academics and practitioners interested in the intersection of education and development in the region, and in particular what it takes to pull off ambitious teaching and teacher education in South Asia.
How teachers may be better educated for a changing global world is a challenge that faces many systems of education worldwide. This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally. Graduate schools of education in the United States and the UK, for example, are making fundamental changes in the structures, courses, programs and faculties that prepare beginning teachers each year. Drawing upon examples from the United States, United Kingdom, China, Hong Kong, Australia and elsewhere, its authors provide a unique critical overview of emerging themes and challenges of raising the quality of teaching and the quality of student learning outcomes. They suggest possible ways forward for teachers, teacher educators, researchers and policy-makers as they seek to raise the quality of teaching and student outcomes whilst sustaining their moral purposes and values of equity, inclusion and social justice. Taken together, the chapters contain informed, critical discussions of “normal education” and “teacher education” of “professional standards”, “4+2/+1” post-degree training, “PGDE versus BEd”, integration of subject specializations and professional education. Each one provides new visions of the teacher as a professional and to cultivate high quality teachers in the West and the Greater China region. For all those interested in issues of quality, change and forward movement in teacher education in contexts of policy led reform, this is a must read.
This book addresses the significant problems that can arise for pre-service teachers, teachers and school leaders who are unprepared for the complexities of 21st century teaching. It focuses on major factors impacting teacher preparation during an era of significant change, including student learning, academic growth, classroom practice, and the efficacy of teachers. In turn, the book considers crucial aspects that can enhance educational outcomes and investigates questions including what impact the changing nature of teachers’ work has on teacher preparation; how educators can evaluate blended learning; and what impact teachers have on learners. This book provides evidence-based approaches that can be used to achieve a positive impact on education and narrow the gap in contemporary and emerging global topics in education.
This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.
During the last 20 years, governments around the world have paid increasing attention to the recruitment, preparation, and retention of teachers. Teacher supply and teacher quality have become significant policy issues, taken up by policy-makers at the highest levels. This is because teachers are now seen by many governments as the ‘lynch-pin’ of educational, economic and social reform. This volume grew out of a recognition by the Editors of the growing significance of teacher education policy and a curiosity about international trends and differences. The book brings together nine papers from leading academics around the world: from the UK (England and Scotland), the USA, Australia, Singapore and Belgium, plus a joint paper comparing Namibia and the USA. Taken together, the papers reveal the complexities and contradictions of international trends. On the one hand, they demonstrate that there is indeed a common direction of travel along the lines encouraged by international bodies such as the OECD. At the same time however, the papers also reveal important differences among countries in terms of how they are addressing common aspirations as well as some apparent contradictions within the policies of individual nations. This book was based on the special issue of Teachers and Teaching.
Over the past decade, the world has experienced a major economic collapse, the increasing racial inequity and high-profile police killings of unarmed Black and Brown people, the persistence of global terrorism, a large-scale refugee crisis, and the negative impacts of global warming. In reaction to social instability, there are growing populist movements in the United States and across the world, which present major challenges for democracy. Concurrently, there has been a rise of grassroots political movements focused on increasing equity in relation to race, gender, class, sexual orientation, and religion. The role of social studies teachers in preparing the next generation of democratic citizens has never been more important, and the call for more social studies teacher educators to help teachers address these critical issues only gets louder. This volume examines how teacher educators are (or are not) supporting beginning and experienced social studies teachers in such turbulent times, and it offers suggestions for moving the field forward by better educating teachers to address growing local, national, and global concerns. In their chapters, authors in social studies education present research with implications for practice related to the following topics: race, gender, sexual orientation, immigration, religion, disciplinary literacy, global civics, and social justice. This book is guided by the following overarching questions: What can the research tell us about preparing and developing social studies teachers for an increasingly complex, interconnected, and rapidly changing world? How can we educate social studies teachers to “teach against the grain” (Cochran-Smith, 1991, 2001b), centering their work on social justice, social change, and social responsibility?
