CiNii 図書 - Changing times in teacher education : restructuring or reconceptualization?

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.

Chapter 1 Teacher Education at the Crossroads, Marvin F. Wideen
Part 1 Opportunities and Troubling Times in Teacher Education
Chapter 2 The United States: The Context for the Restructuring and Reconceptualization of Teacher Preparation, Kenneth R.Howey
Chapter 3 Readjustments, Reorganization or Revolution? The Changing Face of Teacher Education in Australia, Richard P.Tisher
Chapter 4 The Commodification of Teaching: Teacher Education in England, DavidPimm, MichelleSelinger
Chapter 5 Teacher Education in Norway: Images of a New Situation, Trond EilivHauge
Chapter 6 Ways into Teacher Education: The Case of Portugal, IsabelAlarcao
Chapter 7 Teacher Education in Canada: A Case Study of British Columbia and Ontario, NancySheehan, MichaelFullan
Part 2 Policy Directions for Change in Teacher Education
Chapter 8 Rescuing Teacher Education: A View from the Hut with the Bananas, JaapTuinman
Chapter 9 Stirring the Embers: Reconsidering the Structure of Teacher Education Programs, Alan R.Tom
Part 3 Changes at the Ground Level: The Wedge of Progressive Practice
Chapter 10 Teaching with Cases: Teacher Educators and Preservice Teachers in Professional Preparation, SelmaWassermann
Chapter 11 Reflective Practice and a Reconceptualization of Teacher Education, Terrance R.Carson
Chapter 12 Foxfire and Teacher Preparation: Practising What We Teach, AllanDittmer, JohnFischetti
Chapter 13 Reframing the Clinical Professor Role: The Faculty Associate at Simon Fraser University, A.J. (Sandy)Dawson
Chapter 14 Collaborative Teacher Education: A Merging of Agendas, Judith A.Scott, HughBurke
Chapter 15 Reconceptualizing Teacher Education: Preparing Teachers for Revitalized Schools, Peter P.Grimmett

巻冊次: pbk ISBN 9780750701839

内容説明

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.

Part 1 The contexts and the call for radical reform: chapters by Jaap Tuinman, Memorial University, Newfoundland, Canada and Alan Tom, University of Northern Carolina, USA. Part 2 Case studies of political restructuring: chapters by David Pymm, Open University, Milton Keynes, UK, Richard Tisher, Monash University, Canada, Keneth Howey and Nancy Zimpher, Ohio State University, USA, Michael Fullan, University of Toronto, Canada and Nancy Sheehan, University of British Columbia, Canada, Trond Eliuv Hauge, University of Oslo, Norway, Isabel Alarcao, University of Aveiro, Portugal. Part 3 Reconceptualising teacher education: chapters by Sandy Dawson and Aldona Kloster, Simon Fraser University, Canada, Deborah Court, University of Victoria, Australia and Malcolm Snedden, Victoria School District BC, Australia, Judith Scott et al, Simon Fraser University, Canada, Terry Carson, University of Albert, Canada and Selma Wasserman, Simon Fraser University, Canada.

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Changing times in teacher education : restructuring or reconceptualization?

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