基本説明
New in softcover. Hardcover was published in 2005. This book does not promote one particular teacher education design, but rather how to think about it.
Full Description
Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum; theory-practice links between school and university settings; social-cultural links among the participants; and personal links that shape the identity of teacher educators.
Contents
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.
