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Values and Professional Knowledge in Teacher Education

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.

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 Teacher Educator's Handbook

Professional learning and development for all teacher educators through stories of practice and carefully structured coaching questions. This book provides all teacher educators, wherever they are based, with key opportunities for professional learning and development, especially in relation to the new initial teacher education (ITE) core content framework and the new early career framework. A range of detailed narratives about practice have been written by teacher educators, for teacher educators, and are carefully curated by the author to draw out key learning points, including a range of coaching questions. Of interest for individuals and groups of teacher educators, and especially those working in partnerships, the book also contains research- and practice-informed guidance that can be used in professional development sessions.

This book provides all teacher educators, wherever they are based, with key opportunities for professional learning and development, especially in relation to the new initial teacher education (ITE) core content framework and the new early ...

Teacher Preparation and Professional Development, 2000

Concerns about the quality of the nation's public education system have drawn attention to key elements of teacher effectiveness (Darling-Hammond 2000; Lewis et al. 1999; Mayer, Mullens, and Moore 2001; National Commission on Teaching and America's Future 1996). While there is little consensus on what constitutes high-quality teachers, past research has emphasized two broad dimensions of teacher effectiveness: (1) the level of knowledge and skills that teachers bring to the classroom, as measured by teacher preparation and qualifications, and (2) classroom practices. In 1998, the National Center for Education Statistics (NCES) conducted a survey to provide a national profile on the first dimension of teacher quality--teacher preparation and qualifications (Lewis et al. 1999). In 2000, NCES conducted a second survey on Teacher Professional Development and Training to revisit the issue of teacher preparation and qualifications and measure change since 1998. The 2000 survey repeated key indicators of teacher quality examined in the 1998 survey, in addition to exploring issues such as follow up to professional development. This survey was designed to provide a national profile of all public school teachers and examines three indicators of teacher quality: (1) teacher education; (2) teacher participation in formal professional development and collaborative activities related to teaching; and (3) teachers' feelings of preparedness for various classroom demands. In addition to presenting current findings on teacher professional development and training from the 2000 survey, this report makes comparisons with the 1998 data. The 2000 survey was conducted by NCES using the Fast Response Survey System (FRSS). The FRSS is a survey system designed to collect small amounts of issue-oriented data with minimal burden on the respondents and disseminate findings within a relatively short time period. Questionnaires were mailed to a nationally representative sample of 5,253 public school teachers in the 50 states and the District of Columbia. Data have been weighted to yield national estimates. In addition to national estimates, selected survey findings are presented by the following teacher and school characteristics: (1) Teachers' years of teaching experience (3 or fewer years, 4 to 9 years, 10 or more years); (2) School instructional level (elementary, middle, secondary, combined); (3) School enrollment size (less than 500, 500 to 999, 1,000 or more); (4) School locale (central city, urban fringe/large town, rural/small town); (5) Percent minority enrollment in the school (5 percent or less, 6 to 20 percent, 21 to 50 percent, more than 50 percent); and (6) Percent of students eligible for free or reduced-price lunch (less than 35 percent, 35 to 49 percent, 50 to 74 percent, 75 percent or more). Two appendices present: (1) Methodology and Technical Notes; and (2) Survey Instrument.

Concerns about the quality of the nation's public education system have drawn attention to key elements of teacher effectiveness (Darling-Hammond 2000; Lewis et al. 1999; Mayer, Mullens, and Moore 2001; National Commission on Teaching and ...

Handbook of Early Childhood Teacher Education

This handbook synthesizes both contemporary research and best practices in early childhood teacher education, a unique segment of teacher education defined by its focus on child development, the role of the family, and support for all learners. The first volume of its kind, the Handbook of Early Childhood Teacher Education provides comprehensive coverage on key topics in the field, including the history of early childhood teacher education programs, models for preparing early childhood educators, pedagogical approaches to supporting diverse learners, and contemporary influences on this quickly expanding area of study. Appropriate for early childhood teacher educators as well as both pre- and in-service teachers working with children from birth through 8, this handbook articulates the unique features of early childhood teacher education, highlighting the strengths and limitations of current practice as based in empirical research. It concludes by charting future directions for research with an aim to improve the preparation of early childhood educators.

This handbook synthesizes both contemporary research and best practices in early childhood teacher education, a unique segment of teacher education defined by its focus on child development, the role of the family, and support for all ...

Developing a Pedagogy of Teacher Education

Understanding Teaching and Learning about Teaching

This book purposefully describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is.

This book purposefully describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is.

Becoming a teacher education researcher

You can successfully develop your higher education research profile while balancing the demands of training teachers and administration. While teacher education is key to preparing qualified teachers who can educate pupils for the demands of the twenty-first century, many university-based teacher educators experience conflicting demands in their professional practice. Their lives are often so dominated by teaching and associated work that their aspirations to develop a research profile are hampered. This text explores the critical issues faced by those working in teacher education and how they have negotiated the expectations and requirements of the Academy to establish themselves as leading international teacher education researchers. Through a series of autobiographical cases, this book demonstrates a range of trajectories in different contexts which have facilitated the development of teacher educators' successful research profiles. Understandings and realities of the policy context, the professional context, the research context (including funding, metrics, type of research valued), the institutional context and various personal positionings are examined in order to illuminate stories of research success and demonstrate their relevance to all teacher educators.

This text explores the critical issues faced by those working in teacher education and how they have negotiated the expectations and requirements of the Academy to establish themselves as leading international teacher education researchers.

International Handbook of Teacher Education

Volume 1

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.

This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education.

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