Values and professional knowledge in teacher education
Author(s)
Bibliographic Information
Values and professional knowledge in teacher education
（Routledge Research in Teacher Education）
Routledge, 2019
- : hbk
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Note
Includes bibliographical references and Index
Description and Table of Contents
Description
Values and Professional Knowledge in Teacher Education provides distinctive insights into potential strengths to develop trainee teachers' values within school-based training. Looking at the personal moral and political values of trainees as fundamental to strategic and critical professional knowledge, the book considers a key question about training contexts: to what extent is teacher education embedded in the purpose and rationale of the school so that trainees' values, and consequently their autonomy and identity, can flourish? The book is research focused and offers case studies that offer vicarious experiences which resonate with the professional needs and concerns of teacher educators.
The book opens with a reflective narrative on the experience of a teacher educator in England. Further chapters explore international perspectives on values and professional knowledge in teacher education, applied theoretical principles for developing the relationship between trainee teachers' values and their professional knowledge, the impact of university and school-based training contexts on the development of values-based professional knowledge, and the challenge of a values-based professional knowledge to current teacher education practice.
Values and Professional Knowledge in Teacher Education will be of great interest to academics and post-graduate students in the field of education, university and school-based teacher educators, trainee teachers, researchers, policymakers and school leaders.
Table of Contents
The experience of a teacher educator in England: values-based professional knowledge at stake
International perspectives on values and professional knowledge in teacher education
Applied theoretical principles for developing the relationship between trainee teachers' values and their professional knowledge
The impact of university and school-based training contexts on the development of values-based professional knowledge
The challenge of a values-based professional knowledge to current teacher education practice
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