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Developing a Pedagogy of Teacher Education

Author: John Loughran

Publisher: Routledge

Published: 2013-01-11

Total Pages: 209

ISBN-13: 1134210604

A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This book describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is and how that knowledge must influence teacher training practices. The book is divided into two sections. The first considers the crucial distinction between teaching student-teachers and teaching them about teaching, allowing practice to push beyond the technical-rational, or tips-and-tricks approach, to teaching about teaching in a way that brings in the appropriate attitudes, knowledge and skills of teaching itself. Section two highlights the dual nature of student teachers’ learning, arguing that they need to concentrate not only on learning what is being taught but also on the way in which that teaching is conducted.

Outcomes of High-Quality Clinical Practice in Teacher Education

Author: Diane Yendol-Hoppey

Publisher: IAP

Published: 2018-07-01

Total Pages: 277

ISBN-13: 1641133775

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For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.

Understanding Teacher Education

Author: James Calderhead

Publisher: Routledge

Published: 2003-09-02

Total Pages: 240

ISBN-13: 1135718989

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This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the factors that facilitate or impede the students' learning as teachers. In drawing upon these case studies together with existing theoretical models of professional development, the authors distinguish several key characteristics of learning to teach and discuss the implications of these for the design of effective school- based teacher education courses.

Tensions in Teaching about Teaching

Author: Amanda Berry

Publisher: Springer Science & Business Media

Published: 2007-06-03

Total Pages: 197

ISBN-13: 1402059930

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This book captures the excitement – and the difficulties – of self-study of teacher education practices, placing it at the forefront of approaches to practitioner inquiry. It offers insight into the relationship between teaching about teaching and learning about teaching that emerged through the author’s own self-study project. The book illustrates how tensions can act as a means for both analysing practice and articulating the professional knowledge that comprises a pedagogy of teacher education.

New Understandings of Teacher's Work

Author: Christopher Day

Publisher: Springer Science & Business Media

Published: 2011-03-02

Total Pages: 252

ISBN-13: 940070545X

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Within educational research that seeks to understand the quality and effectiveness of teachers and school, the role emotions play in educational change and school improvement has become a subject of increasing importance. In this book, scholars from around the world explore the connections between teaching, teacher education, teacher emotions, educational change and school leadership. (For this text, “teacher” encompasses pre-service teachers, in-service teachers and headteachers, or principals). New Understandings of Teacher’s Work: Emotions and Educational Change is divided into four themes: educational change; teachers and teaching; teacher education; and emotions in leadership. The chapters address the key basic and substantive issues relative to the central emotional themes of the following: teachers’ lives and careers in teaching; the role emotions play in teachers’ work; lives and leadership roles in the context of educational reform; the working conditions; the context-specific dynamics of reform work; school/teacher cultures; individual biographies that affect teachers’ emotional well-being; and the implications for the management and leadership of educational change, and for development, of teacher education.

Understanding Teacher Education in Contentious Times

Author: Catherine Cornbleth

Publisher: Routledge

Published: 2013-10-30

Total Pages: 130

ISBN-13: 1136169067

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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.

A Greenhouse for the Mind

Author: Jacquelyn Seevak Sanders

Publisher: University of Chicago Press

Published: 1989

Total Pages: 180

ISBN-13: 9780226734644

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Continues the story of the Sonia Shankman Orthogenic School at the University of Chicago first chronicle in Bruno Bettleheim's books. Focuses on how its teachers and counselors create an educational environment in which children will want and be able to learn.

Understanding a Pedagogy of Teacher Education

Author: Brandon M. Butler

Publisher: Taylor & Francis

Published: 2024-04-01

Total Pages: 257

ISBN-13: 1040023355

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Providing readers with insights and examples of how teacher educators learn and teach a pedagogy of teacher education (PTE), Butler and Bullock organize a wholistic and practical resource for the next generation of teacher educators. Expanding on the highly referenced scholarship of John Loughran and Tom Russell, Understanding a Pedagogy of Teacher Education explores the learning of PTE through individual and collaborative endeavors, and large-scale institutional and cross-national initiatives. Contributors highlight their experiences teaching PTE in formal learning spaces, in international workshop settings, and on the program-wide scale in order to uncover how they came to understand PTE and enact it effectively. Each chapter connects broad strokes concepts of PTE to well-defined teacher education fields, such as social justice, literacy, early childhood education, and communities of practice. Blending well- established theory with contemporary examples, this book is a great tool for teacher education faculty, doctoral students, and those interested in improving their PTE or supporting others in their PTE learning.

Practice Teaching

Author: Jack C. Richards

Publisher: Cambridge University Press

Published: 2011-03-14

Total Pages: 193

ISBN-13: 1107378133

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Written for language teachers in training, this book surveys issues and procedures in conducting practice teaching. Written for language teachers in training at the diploma, undergraduate, or graduate level, Practice Teaching, A Reflective Approach surveys issues and procedures in conducting practice teaching. The book adopts a reflective approach to practice teaching and shows student teachers how to explore and reflect on the nature of language teaching and their own approaches to teaching through their experience of practice teaching.

Understanding Teacher Development

Author: Andy Hargreaves

Publisher:

Published: 1992

Total Pages: 260

ISBN-13:

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A collection of interpretations of teacher development whose prime purpose is to understand teacher development, not to prescribe ways of managing it. It also raises questions about the ways our educational systems hinder the development of teachers by under-valuing their skills and status.