How teachers may be better educated for a changing global world is a challenge that faces many systems of education worldwide. This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally. Graduate schools of education in the United States and the UK, for example, are making fundamental changes in the structures, courses, programs and faculties that prepare beginning teachers each year. Drawing upon examples from the United States, United Kingdom, China, Hong Kong, Australia and elsewhere, its authors provide a unique critical overview of emerging themes and challenges of raising the quality of teaching and the quality of student learning outcomes. They suggest possible ways forward for teachers, teacher educators, researchers and policy-makers as they seek to raise the quality of teaching and student outcomes whilst sustaining their moral purposes and values of equity, inclusion and social justice. Taken together, the chapters contain informed, critical discussions of “normal education” and “teacher education” of “professional standards”, “4+2/+1” post-degree training, “PGDE versus BEd”, integration of subject specializations and professional education. Each one provides new visions of the teacher as a professional and to cultivate high quality teachers in the West and the Greater China region. For all those interested in issues of quality, change and forward movement in teacher education in contexts of policy led reform, this is a must read.
Зміст
1. Introduction and overview of chapters; John Lee and Chris Day.- Section 1: Contexts, policies and practices in diverse communities 2. The Idea of a University of Education: Implications for Pedagogy; Ruth Hayhoe.- 3. Status and quality of teacher education in the Chinese communities (China, Hong Kong and Taiwan); John Lee, Song Huan, and others.- 4. Status of teacher education in the United States of America; David Imig, Donna L. Wiseman and Scott Imig.- Section 2: Initial teacher education: Past, present and future5. Initial teacher education research, policy and practices in Australia and England: past, present and possible futures; Ann Jasman.-6. Teacher Education between Two Worlds: Past and Future; Miriam Ben-Peretz.-7. Teacher education in the US; Robert Bullough.-Section 3: Assessment in teacher education8. Initial teacher education curriculum and assessment of graduates in Australia; Diane Mayer, Andrea Allard and Julianne Moss.-9. The Purposes of Field Experience Assessment in Teacher Education Programmes in the Chinese communities (China, Hong Kong and Taiwan); May Cheng, John Lee and others.-10. E-portfolio in Teacher Education: Prospects and Challenges; Cher Ping Lim, John Lee and others.- Section 4: Values and scholarship in teacher education 11. Reflective Journal Writing: A Way to Know Culture; Cheryl J. Craig and Yali Zou.- 12. Understanding quality in teaching: Developing scholarship in teacher education; John Loughran.- 13. Enhancing teaching as a moral practice in teacher education; Peter C. Murrell Jr. and Deborah L. Schussler Villanova.- 14. Teacher education, students with diverse needs, and emotional education; Paul Cooper.- Section 5: Putting theories into practice in teacher education 15. Teacher education and teacher induction; Brian Caldwell.- 16. Connecting Higher Education and Schools: Partnership for Teacher Professional Development and Capacity Building in Schools; Qing Gu.- 17. Innovations in Internationalization of Colleges and Universities of Education-Meeting the Global Challenges of Tomorrows Schools; Reyes L. Quezada and Paula Cordeiro.- Conclusion 18. Accountability, Standards and Activism: a challenge or opportunity for teacher education; Judyth Sachs and Chris Day.
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