(Eds) Teacher Development and the Struggle for Authenticity: Professional Growth and Restructuring in the Context of Change, New York: Teachers College Press, 101-20. CLIFFORD, G.J. and GUTHRIE, J.W. (1988) Ed School: A Brief for ...
Author: Marvin F. Wideen
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.
change. Most music teacher preparation programs (in the United States) are constructed on the assumption that those enrolled in them are preparing for careers as K-12 public school music educators. Privileging “K-12” and “public school” ...
Author: Thomas A. Regelski
Publisher: Springer Science & Business Media
Based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape. The book aims to challenge thought and change minds. It presents a star cast of internationally prominent thinkers in and beyond music education. These thinkers deliberately challenge many time-worn traditions in music education with regard to musicianship, culture and society, leadership, institutions, interdisciplinarity, research and theory, and curriculum. This is the first book to confront these issues in this way. This unique book has emerged from fifteen years of international dialog by The MayDay Group, an organization of more than 250 music educators from over 20 countries who meet yearly to confront issues in music teaching and learning.
These include : Taylor & Francis publications and Qualitative Studies in Education for material in Chapter 5 ( first published as Hargreaves , A. ( 1990 ) , " Teachers ' work and the politics of time and space " , Qualitative Studies in ...
Author: Andy Hargreaves
Publisher: A&C Black
"The rules of the world are changing. It is time for the rules of teaching and teachers' work to change with them." This is the challenge which Andy Hargreaves sets out in his new book on teachers' work and culture in the postmodern world. Drawing on his current research with teachers at all levels, Hargreaves shows through their own vivid words what teaching is really like, how it is already changing, and why. He argues that the structures and cultures of teaching need to change even more if teachers are not to be trapped by guilt, pressed by time and overburdened by decisions imposed upon them. Provocative yet practical, this book is written for teachers and those who work with teachers, and for researchers who want to understand teaching better in the postmodern age.
... in The Planning of Change, ed W C Bennis et al, Holt, Rinehart and Winston, New York Grimmett, P P (1995) Reconceptualising teacher education: preparing teachers for revitalised schools, in Changing Times in Teacher Education'.
Author: Elwyn Thomas
Publisher: Psychology Press
This text examines four key areas of teacher education. These are: theories, models and ideologies of teacher education; the control of teacher education by the state, and the role of schools and HE; cultural perspectives and the education of teachers; and continuities in teacher education.
I also have a dream that one day there will be sufficient professional development and teacher education opportunities for teachers to have the time and the 'head space' to engage meaningfully with all of the beautiful ideas, concepts, ...
Author: Deana Leahy
This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment. Drawing on extensive literature and research, the book explores and considers what health education can and should do. Chapters examine the extent to which health education, past and present, has attended to the needs and interests of young people in school environments, as well as assess common pedagogical approaches and whether the outcomes tally with expectations. By considering the problems in teaching health education, curriculum making, health education pedagogies and porous classrooms, the book offers a knowledge base from which educators can consider how theories and models can sit together to shape curriculum and influence practice. School Health Education in Changing Times will be of key interest to postgraduate students, researchers and academics in the field of health education. It will also be a valuable resource for teacher educators, current teachers, and those on professional development courses who want to navigate the moral minefield surrounding health education.
To the contrary, two recent studies are exemplary: the three-year study of graduates of teacher education programs nominated as excellent (Hoffman et al., 2005; Hoffman, Sailors, Duffy, & Beretvas, 2004), and a study of what happens to ...
Author: James V. Hoffman
Offering the wisdom that only experience and expertise in the field can bring, this book takes a critical look into the present and the future of literacy as envisioned by leading reading researchers. The lead author of each chapter is a distinguished reading researcher elected by their peers into the Reading Hall of Fame. A key message in this book is that literacy professionals must take an active role to shape change.
In what we do with teachers and in how we study teachers and their development , it is time to “ get real ; to reconnect the system with the self , as part of a critical , collaborative and deeply contextual agenda for change .
Author: the late Robert RothPublish On: 2005-08-04
GRIMMETT, P. (1995) 'Reconceptualizing teacher education: Preparing teachers for revitalized schools', in WIDEEN, M. and GRIMMETT, P. (eds) Changing Times in Teacher Education, Washington, DC: Falmer Press, pp. 202–25.
Author: the late Robert Roth
Addresses a subject of common interest in developed countries - the apparently diminishing role of universities in the education of teachers. There is pressure to redesign teacher education, an on-going struggle between those who see the need to strengthen the knowledge base of teachers and those who favour learning on the job; there is a perceived need to define precisely what teachers need to know and be able to do and at the same time there is relaxation of entry standards for students entering the profession in an attempt to relieve the chronic shortage of teachers. This situation is prevalent in the USA, in the UK, Europe and Australia. The struggle over who should control the preparation of teachers is the significant emerging issue in education, and could change the whole structure of the teacher preparation.
representatives of the teacher education institute, teachers, and students of the vocational training school in which the student teacher worked and representatives of employer organisations. The participants discussed the student ...
Author: Filip Dochy
This book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning. Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engeström, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schön, Senge, and Van den Bossche, this book discusses: Learning of employees in the digital era Workplace learning High impact learning Informal learning Adult learning Learning & development didactics (L&D) Reflective practice Transformational learning Experiential learning Deliberate practice Communities of practice Team learning Organisational learning Expansive learning Combining theory and practice, this book will be essential reading for all trainee and practising educational psychologists, organisational psychologists, researchers, and students in the field of lifelong learning, educational policy makers, students, researchers, and teachers in vocational and higher education. It will also be of interest to those involved in training trainers and teacher training.
One such aspect has surrounded publicity about the educational ability of teacher entrants. The quality of pre-service teacher education students has been a topic of considerable debate over the past decade. The concern is that there ...
Author: Tony Townsend
Following substantial changes throughout the Australian education system, primary schools are no longer in the protected position of having a regulated flow of clients, a pre-determined curriculum and marginal levels of staff development. Recent moves have brought new or increased responsibilities for all schools in areas such as: *curriculum and policy development *staff development *monitoring and assessment *the use of new technologies *resource allocation This book seeks to review the impact of this change on Australian primary schools, on the people who are involved with them and the issues they face. Primary education is being re-structured throughout the world, and therefore these issues are of great interest and relevance to educators worldwide.