Reconceptualizing Teacher Education

Author : Anne M. Phelan,William F. Pinar,Nicholas Ng-A-Fook,Ruth Kane
Publisher : University of Ottawa Press
Page : 346 pages
File Size : 51,9 Mb
Release : 2020-01-14
Category : Education
ISBN : 9780776631141

Get Book

Reconceptualizing Teacher Education by Anne M. Phelan,William F. Pinar,Nicholas Ng-A-Fook,Ruth Kane Pdf

In this collection, Canadian scholars articulate a response to their collective concerns about the impact of global policy on teacher education, provoking a far-reaching dialogue about teacher education in and for our times. The first two decades of the new millennium have witnessed unprecedented appraisal, analysis, and educational policy formulations related to teaching (K–12) across the Western world. In turn, teacher education has been greatly impacted, as governments around the world see the reform and management of teacher education as a key component in restructuring education toward greater economic competitiveness. The result has been an unwarranted and undesirable level of standardization. It is vital to the future of teacher education, and concomitantly public education, that we imagine alternatives to the homogenization of the educational experience that globalizing policies install. What is needed are vocabularies that enable educators and teacher educators to discern and articulate educational purposes beyond capital and which focus on the kinds of educational experiences that can help prepare the young to lead good and worthwhile lives. Using lessons learned from the Canadian context, the authors identify and investigate the importance of initial and continuing professional education that fosters teachers’ intellectual freedom and study; advances an informed and critical appreciation of civic particularity and historical circumstance; and cultivates ethical (i.e., pedagogical) engagement with ideas and histories—teachers’ own and their students—as crucial themes of teacher education globally. This book is published in English - Les chercheurs canadiens qui ont participé à cet ouvrage collectif proposent une réponse à leurs préoccupations collectives qui portent essentiellement sur l’impact de la politique globale sur la formation des enseignants, et ce, afin d’établir un dialogue franc et approfondi sur la formation des enseignants telle que pratiquée à notre époque. Durant les deux premières décennies du nouveau millénaire, le monde occidental a connu une augmentation sans précédent des analyses, des évaluations et des propositions les plus diverses portant sur la politique éducative (du jardin d'enfant à la fin du secondaire). En conséquence, la formation des enseignants a été très fortement impactée dans un contexte global où les gouvernements considèrent la réforme et la gestion de la formation des enseignants comme une composante clef de la restructuration de l’enseignement, et ce, afin que l’enseignement dispensé soit plus compétitif sur le plan économique. Force est de constater que cette approche s’est traduite par un niveau de standardisation indésirable et totalement injustifié. Pour garantir l’avenir de la formation des enseignants et donc de l’éducation publique, il est aujourd’hui fondamental d’imaginer des alternatives à l’homogénéisation de l’expérience éducative, qui résulte des politiques adoptées dans le cadre de la mondialisation. Dans cette perspective, il est nécessaire de fournir aux enseignants et aux éducateurs un vocabulaire et une terminologie spécifiques qui leur permettent de définir et d’articuler leurs objectifs éducatifs, au-delà de la notion réductrice de capital, tout en privilégiant les différents types d’expérience éducative qui préparent les jeunes à mener des vies satisfaisantes et utiles. En s’inspirant des enseignements tirés du contexte canadien, les auteurs de cet ouvrage ont identifié et évalué l’importance d’une éducation professionnelle initiale et qui continue de favorisé l’apprentissage et la liberté intellectuelle des enseignants ; promeut une appréciation critique et informée des spécificités civiques et des circonstances historiques ; et favorise un engagement éthique (et donc pédagogique) qui prend en compte les idées et les antécédents des enseignants et de leurs élèves et les considèrent comme des thèmes cruciaux de la formation globale des enseignants. Ce livre est publié en anglais.

Author : Anne M. Phelan,William F. Pinar,Nicholas Ng-A-Fook,Ruth Kane
Publisher : Unknown
Page : 281 pages
File Size : 48,6 Mb
Release : 2020
Category : Education
ISBN : 0776628844

Get Book

Reconceptualizing Teacher Education by Anne M. Phelan,William F. Pinar,Nicholas Ng-A-Fook,Ruth Kane Pdf

This book counters the culturalhomogenization of global policy. It examines the integrity of teacher educationin particular places, serving particular communities, at particular historicalmoments.

Author : Marvin F. Wideen,Peter P. Grimmett
Publisher : Routledge
Page : 248 pages
File Size : 44,9 Mb
Release : 2013-05-13
Category : Education
ISBN : 9781136363887

Get Book

Changing Times In Teacher Education by Marvin F. Wideen,Peter P. Grimmett Pdf

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.

Author : Mary Lynn Hamilton
Publisher : Psychology Press
Page : 280 pages
File Size : 50,7 Mb
Release : 1998
Category : Education
ISBN : 0750708697

Get Book

Reconceptualizing Teaching Practice by Mary Lynn Hamilton Pdf

Over the past ten years there has been increased interest in research on various aspects of teacher education, ranging from the preparation of teachers to continuing professional development. The increase of interest in how teachers become competent in very complex social settings is a result of a general recognition by researchers and policy makers alike that teachers are the key to any serious efforts at educational reform. This book addresses a variety of issues surrounding the field of inquiry into teaching practice that has become known as 'self-study', equivalent in many ways to the 'action research' movement, but at tertiary level.

Author : Araujo, Juan J.,Araujo, Dawn L.
Publisher : IGI Global
Page : 412 pages
File Size : 41,6 Mb
Release : 2021-12-17
Category : Education
ISBN : 9781799887270

Get Book

Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education by Araujo, Juan J.,Araujo, Dawn L. Pdf

As it stands, there is currently a void in education literature in how to best prepare preservice teachers to meet the needs of individualized learners across multiple learning platforms, social/economical contexts, language variety, and special education needs. The subject is in dire need of support for the ongoing improvement of administrative, clinical, diagnostic, and instructional practices related to the learning process. The Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education stimulates the professional development of preservice and inservice literacy educators and researchers. This book also promotes the excellence in preservice and inservice literacy both nationally and internationally. Discussing topics such as virtual classrooms, critical literacy, and teacher preparation, this book serves as an ideal resource for tenure- track faculty in literacy education, clinical faculty, field supervisors who work with preservice teacher educators, community college faculty, university faculty who are in the midst of reconceptualizing undergraduate teacher education curriculum, mentor teachers working with preservice teachers, district personnel, researchers, students, and curricula developers who wish to understand the needs of preservice teacher education.

Author : Luigi Iannacci
Publisher : Rowman & Littlefield
Page : 147 pages
File Size : 51,5 Mb
Release : 2020-07-06
Category : Education
ISBN : 9781498542760

Get Book

Reconceptualizing Disability in Education by Luigi Iannacci Pdf

Reconceptualizing Disability in Education provides an essential critical exploration of problematic discourses, practices, and pedagogies that inform how disability is presently understood and responded to within the field of education. Luigi Iannacci interrogates and destabilizes ableist grand narratives that dominate every aspect of how disability is linguistically, bureaucratically, procedurally, and pedagogically configured within education. Ultimately, this book seeks to forward human rights for people with disabilities in educational contexts by clarifying and operationalizing inclusion so that it is not just a model necessitated by a hierarchy of legality, but rather a set of beliefs and practices based on critical analyses and a reconceptualization of current understandings and responses to disability that prevent inclusion and human rights from being realized. As the book is grounded in reconceptualist theorizing, it draws on multiple perspectives—including critical disability theory, post-modernism, critical theory, critical pedagogy, and social constructivism—to deconstruct and destabilize what is currently taken for granted about disability and those ascribed disabled identities within education. A variety of personal, professional, research experiences and data are offered and drawn on to critically address questions regarding philosophical, epistemological, pedagogical, organizational, economic, and leadership issues as they relate to disability in education. Critical incidents, interviews, documents, and artifacts are drawn on and narratively presented to explore how disability is presently configured in language, identification, and placement processes, discourses, pedagogies, and interactions with students deemed disabled, as well as their parents/caregivers. This critical narrative approach fosters alternative ways of thinking, speaking, being, and doing that forward a human rights focused model of disability that sees as its mandate the amelioration of people with disabilities within education.

Author : Sibel Erduran,Zoubeida R. Dagher
Publisher : Springer
Page : 189 pages
File Size : 41,5 Mb
Release : 2014-08-20
Category : Science
ISBN : 9789401790574

Get Book

Reconceptualizing the Nature of Science for Science Education by Sibel Erduran,Zoubeida R. Dagher Pdf

Prompted by the ongoing debate among science educators over ‘nature of science’, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the ‘family resemblance’ approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education. The volume’s holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science’s social and institutional contexts), mirrors its core aim to synthesize perspectives from the fields of philosophy of science and science education. The authors believe that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally.

Author : Richard A. Duschl,Amber S. Bismack
Publisher : Routledge
Page : 363 pages
File Size : 40,7 Mb
Release : 2016-01-08
Category : Education
ISBN : 9781317458500

Get Book

Reconceptualizing STEM Education by Richard A. Duschl,Amber S. Bismack Pdf

Reconceptualizing STEM Education explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are aligned with the comprehensive agenda for the reform of science and engineering education set out by the 2015 PISA Framework, the US Next Generation Science Standards and the US National Research Council’s A Framework for K-12 Science Education. The new practice-focused agenda has implications for the redesign of preK-12 education for alignment of curriculum-instruction-assessment; STEM teacher education and professional development; postsecondary, further, and graduate studies; and out-of-school informal education. In each section, experts set out powerful ideas followed by two eminent discussant responses that both respond to and provoke additional ideas from the lead papers. In the associated website highly distinguished, nationally recognized STEM education scholars and policymakers engage in deep conversations and considerations addressing core practices that guide STEM education.

Author : Susan Browne,Gaëtane Jean-Marie
Publisher : Springer Nature
Page : 297 pages
File Size : 52,9 Mb
Release : 2022-11-28
Category : Education
ISBN : 9783031166440

Get Book

Reconceptualizing Social Justice in Teacher Education by Susan Browne,Gaëtane Jean-Marie Pdf

This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy. These times call for teacher education to reconsider how the work devoted to social justice is explicit and intentional about its commitment to a racially just society. What does it mean for teacher education to seize this moment to confront racism and inequities that continue to perpetuate in society and school? The book highlights efforts that are being augmented to prepare teacher candidates and future faculty to address systemic racism in their teaching practices.

Author : Marvin Wideen,Peter Philip Grimmett
Publisher : Unknown
Page : 0 pages
File Size : 53,9 Mb
Release : 1995
Category : Teachers
ISBN : OCLC:1355253988

Get Book

Changing Times and Teacher Education by Marvin Wideen,Peter Philip Grimmett Pdf

Author : Amanda Kibler,Guadalupe Valdés,Aída Walqui
Publisher : Routledge
Page : 202 pages
File Size : 49,7 Mb
Release : 2020-11-19
Category : Education
ISBN : 9781000225785

Get Book

Reconceptualizing the Role of Critical Dialogue in American Classrooms by Amanda Kibler,Guadalupe Valdés,Aída Walqui Pdf

Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students. Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility. This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.

Author : Donna E. Alvermann,Kathleen A. Hinchman,David W. Moore,Stephen F. Phelps,Diane R. Waff
Publisher : Routledge
Page : 361 pages
File Size : 54,9 Mb
Release : 2007-07-10
Category : Education
ISBN : 9781317433859

Get Book

Reconceptualizing the Literacies in Adolescents' Lives by Donna E. Alvermann,Kathleen A. Hinchman,David W. Moore,Stephen F. Phelps,Diane R. Waff Pdf

Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents' perspectives--in an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning. In this new edition of Reconceptualizing the Literacies in Adolescents’ Lives students’ voices and perspectives are featured front and center in every chapter. Particular attention is given throughout to multiple literacies--especially how information and new communication technologies are changing learning from and with text. Nine of the 15 chapters are new; all other chapters are thoroughly updated. The volume is structured around four main themes: * Situating Adolescents’ Literacies–addressing how young people use favorite texts to perform their identities; how they counter school-based constructions of incompetence; and how they re/construct their literate identities in relation to certain kinds of gendered expectations, pedagogies, and cultural resources; * Positioning Youth as Readers and Writers–stressing the importance of classroom discourse, cultural capital, agency, and democratic citizenship in mediating adolescents’ literate identities; * Mediating Practices in Young People’s Literacies–looking at issues of language, social class, race, and culture in shaping how adolescents represent themselves and are represented by others; and * Changing Teachers, Teaching Changes–capturing the productive ambiguities associated with teaching urban adolescents to read and write in changing times, encouraging students to conduct action research on topics that are personally relevant, and using ‘enabling constraints’ as a concept to formulate policies on adolescent literacy instruction. Reconceptualizing the Literacies in Adolescents’ Lives, Second Edition is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education.

Author : Douglas E. Mitchell
Publisher : Routledge
Page : 170 pages
File Size : 40,6 Mb
Release : 2021-09-30
Category : Education
ISBN : 9781351000659

Get Book

Professional Responsibility for Education by Douglas E. Mitchell Pdf

By reconsidering the nature of professional work, renowned scholar Douglas E. Mitchell argues for reconceptualizing educational practices and institutional structures in ways that facilitate and protect educator professional responsibility. This book explores ways educators and their political supporters can seize the social and political power necessary to accept professional responsibility for the design of their work environment. Chapters explore how unionization, ethics, public values, political power, school reform, and trust play an important role in the essence of professional responsibility in schools, arguing that we must use organization, management, and accountability mechanisms to encourage responsible civic participation and professional action in support of public education. This new text for graduate studies in teacher and leadership training frames a much needed analysis of where and how professional responsibility for public education is best incorporated into the work roles of teachers, administrators, and university scholars.

Author : Bedrettin Yazan,Kristen Lindahl
Publisher : Routledge
Page : 269 pages
File Size : 53,7 Mb
Release : 2020-04-22
Category : Education
ISBN : 9781000076103

Get Book

Language Teacher Identity in TESOL by Bedrettin Yazan,Kristen Lindahl Pdf

This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.

Author : Miranda Lin,Ithel Jones
Publisher : IAP
Page : 217 pages
File Size : 46,8 Mb
Release : 2020-06-01
Category : Education
ISBN : 9781641137249

Get Book

Critical Issues in Early Childhood Teacher Education by Miranda Lin,Ithel Jones Pdf

In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers. An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.