Teacher education and the social conditions of schooling
著者
書誌事項
Teacher education and the social conditions of schooling
（Critical social thought / series editor, Michael W. Apple）
Routledge, 1991
- : pbk
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注記
Includes bibliographical references (p. 249-281) and indexes
内容説明・目次
- 巻冊次
-
ISBN 9780415900713
内容説明
It is widely acknowledged in Britain and the US that teacher education has a profound role to play in the move towards a more just and humane society. The authors set out a social reconstructionist agenda for American teacher education which may be of interest to educators world-wide. "Teacher Education and the Social Conditions of Schooling" begins with an analysis of four traditions of reform; academic, social efficiency, developmentalist, and social reconstructivist. The authors formulate their aims within the latter tradition and present a series of proposals to help prospective teachers examine their educational beliefs, practices and the social context of schooling. The arguments are backed by examples from various teacher education programmes in the United States, Australia, and the United Kingdom. This book should be of interest to researchers in teacher education and sociology of education.
目次
- Traditions of reform in US teacher education
- the aims of teacher education teacher's knowledge - models of inquiry and the social context of schooling
- bringing the social context of schooling into teacher education
- research for teaching and teacher education
- programmatic implications of a social reconstructionist approach to teacher education
- asserting the social reconstructionist agenda in teacher education.
- 巻冊次
-
: pbk ISBN 9780415902335
内容説明
It is widely acknowledged in Britain and the US that teacher education has a profound role to play in the move towards a more just and humane society. The authors set out a social reconstructionist agenda for American teacher education which will be of interest to educators world-wide. Teacher Education and the Social Conditions of Schooling begins with an analysis of four traditions of reform, academic, social efficiency, developmentalist, and social reconstructivist. The authors formulate their aims within the latter tradition and present a series of proposals to help prospective teachers examine their educational beliefs, practices and the social context of schooling. The arguments are backed by examples from various teacher education programmes in the United States, Australia, and the United Kingdom.
目次
1. Traditions of Reform in US Teacher Education 2. The Aims of Teacher Education 3. Teacher's Knowledge, Models of Inquiry, and the Social Context of Schooling 4. Bringing the Social Context of Schooling into Teacher Education 5. Research for Teaching and Teacher Education 6. Programmatic Implications of a Social Reconstructionist Approach to Teacher Education 7. Asserting the Social Reconstructionist Agenda in Teacher Education.
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