Details
The Missing Links in Teacher Education Design
Developing a Multi-linked Conceptual FrameworkSelf-Study of Teaching and Teacher Education Practices, Band 1
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96,29 € |
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| Verlag: | Springer |
| Format: | |
| Veröffentl.: | 02.05.2007 |
| ISBN/EAN: | 9781402033469 |
| Sprache: | englisch |
| Anzahl Seiten: | 292 |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
Developing a Multi-linked Conceptual Framework for Teacher Education Design.- Conceptual Links Across the University Curriculum.- Principled Practice in Teacher Education.- Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and Possibilities.- On Discernment: The Wisdom of Practice and the Practice of Wisdom in Teacher Education.- Re-Organising and Integrating the Knowledge Bases of Initial Teacher Education: The Knowledge Building Community Program.- Teacher Education for the Middle Years of Schooling: Making Connections between Fields of Knowledge, Educational Policy Reforms and Pedagogical Practice.- Theory-Practice Links between School and University Settings.- Innovation and Change in Teacher Education: An Inquiring, Reflective, Collaborative Approach.- Using the Practicum in Preservice Teacher Education Programs: Strengths and Weaknesses of Alternative Assumptions about the Experiences of Learning to Teach.- Who Stays in Teaching and Why?: A Case Study of Graduates from the University of Kansas’ 5th-Year Teacher Education Program.- Social-Cultural Links amongst Participants in the Program.- Constructing and Sustaining Communities of Inquiry in Teacher Education.- Developing a Culture of Critique in Teacher Education Classes.- Community-Building and Program Development go Hand-in-Hand: Teachers Educators Working Collaboratively.- Personal Links that Shape the Identity of Teacher Educators.- The Quest for Identity in Teaching and Teacher Education.- Identity Development, Moral Authority and the Teacher Educator.- Conclusion.- Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program.
<P>Why do many beginning teachers not cope with the reality of schools? Why do beginning teachers often revert to conventional teaching methods when they hit the classroom? Why do 30% of new teachers leave in the first five years? At the beginning of the 21<SUP>st</SUP> Century we need a better way of educating preservice students by using a program design that mirrors how to best learn about teaching and portrays it as a complex profession.</P>
<P></P>
<P>This book does not promote one particular teacher education design, but rather how to think about it. Key to such thinking is considering teacher education design as a combination of links, not independent elements to promote quality learning by preservice teachers. The four key links considered in this book include conceptual links across the university curriculum, theory-practice links between school and university settings, social-cultural links amongst the participants and personal links that shape the identity of teacher educators. Collectively, these are the missing links of teacher education design.</P>
<P>This ground-breaking, internationally oriented book brings together a number of excellent contributions on new directions in the design of teacher education programs. Moreover, the ideas are connected through a clear and stimulating conceptual framework that has the potential to guide effective innovation in the field.</P>
<P></P>
<P>Fred A.J. Korthagen</P>
<P>Professor, Utrecht University, The Netherlands</P>
<P></P>
<P>Teacher education program design demands a conceptualization built on strong interlinked foundations so that coursework and practice complement each another as a dynamic whole. Hoban offers an outstanding explication of exactly that through his Missing Links in Teacher Education. In so doing he offers a way of enhancing the quality of teacher education programs for those scholars passionate about, and committed to the work of teaching and learning about teaching. The Missing Linksoffers a provocative challenge to all involved in teacher education program design.</P>
<P></P>
<P>John Loughran</P>
<P>Foundation Chair, Curriculum & Pedagogy</P>
<P>Monash University, Australia</P>
<P></P>
<P> </P>
<P></P>
<P>This book does not promote one particular teacher education design, but rather how to think about it. Key to such thinking is considering teacher education design as a combination of links, not independent elements to promote quality learning by preservice teachers. The four key links considered in this book include conceptual links across the university curriculum, theory-practice links between school and university settings, social-cultural links amongst the participants and personal links that shape the identity of teacher educators. Collectively, these are the missing links of teacher education design.</P>
<P>This ground-breaking, internationally oriented book brings together a number of excellent contributions on new directions in the design of teacher education programs. Moreover, the ideas are connected through a clear and stimulating conceptual framework that has the potential to guide effective innovation in the field.</P>
<P></P>
<P>Fred A.J. Korthagen</P>
<P>Professor, Utrecht University, The Netherlands</P>
<P></P>
<P>Teacher education program design demands a conceptualization built on strong interlinked foundations so that coursework and practice complement each another as a dynamic whole. Hoban offers an outstanding explication of exactly that through his Missing Links in Teacher Education. In so doing he offers a way of enhancing the quality of teacher education programs for those scholars passionate about, and committed to the work of teaching and learning about teaching. The Missing Linksoffers a provocative challenge to all involved in teacher education program design.</P>
<P></P>
<P>John Loughran</P>
<P>Foundation Chair, Curriculum & Pedagogy</P>
<P>Monash University, Australia</P>
<P></P>
<P> </P>
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