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The Rise & Stall of Teacher Education Reform

This report characterizes the decade 1985-1995 as a series of false starts in reform of teacher education in the United States. The main purpose of the report is to raise the question of whether the next decade of reform will be any different. Chapter 1 presents the problem: the need to do something about teacher education is reaching crisis proportions, and so much of the education reform agenda depends on a quality teaching force operating under professional working conditions. Chapter 2 uses the Holmes Group (a national consortium of nearly 100 research universities across the United States that has pushed for teacher education reform from 1985-1995) as a case illustration of some of the possibilities and difficulties of accomplishing significant improvements. The Holmes Group case analysis helps identify key issues that need to be addressed. Chapter 3 looks ahead to 2006 by taking stock of the recent convergence of high profile plans of action, questioning whether this will be another cycle of "rise and stall" or whether there is enough knowledge and care to make the required core improvements. (Contains 74 references). (SM)

This report characterizes the decade 1985-1995 as a series of false starts in reform of teacher education in the United States.

Transforming Curriculum Through Teacher-Learner Partnerships

Empowering learners for life requires a fundamental shift in higher education curriculum design. New priorities, pedagogies, technologies, spaces, and assessment strategies are required to enable learners to take ownership of their learning. “Student-centeredness” concepts are still prescriptive in nature as most decisions on curriculum, assessment, teaching, and learning approaches are still teacher-centric. Teachers are developing student-centered learning environments without the involvement of the learners in the planning, decision making, and/or design process. In addition, some lecturers are still practicing the traditional approaches of content delivery and conventional assessment methods rather than experimenting with innovative practices suited for student-centered approaches. Therefore, there is an ongoing need for research focused on the importance and effectiveness of a paradigm shift in education that involves student-teacher partnerships, fueled by innovative teaching and learning designs, where students take an active role and contribute as partners in learning. Transforming Curriculum Through Teacher-Learner Partnerships captures experiences and evidence among teachers in exploring the possibility of active student participation in curriculum design, delivery, and assessment through teacher-learner partnership. The chapters address issues of teacher-learner partnerships in designing the learning environment and how student-centered methods create resilient, adaptable, and future-capable learners. While highlighting topics within this scope such as learner autonomy, learning performance, self-efficacy, and teaching pedagogy, this book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in issues related to the teacher-learner partnership.

Advances in Higher Education and Professional Development (AHEPD) Book Series Jared Keengwe University of North Dakota, USA ISSN:2327-6983 EISSN:2327-6991 Mission As world economies continue to shift and change in response to global ...

Ebook: Mastering Teaching: Thriving as an Early Career Teacher

This book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training. Practiced educators provide research-informed guidance in each chapter to scaffold new teachers’ workplace learning when the learning curve is steepest. Support for new teachers is vitally important in enhancing teaching quality, promoting teacher wellbeing, and reducing staff burnout rates. Each chapter, co-authored by school-based and university-based teacher educators, contains rich illustrative examples and vignettes from lead practitioners in UK primary and secondary schools. The book is relevant across curriculum areas and phases of education so that all new teachers can ease their transition into teaching, build their confidence and lay foundations for their career-long professional growth. Speaking to new and recently qualified teachers as well as coordinators of professional learning in schools, this book is an essential resource for teacher CPD. “An excellent addition to the thinking educator’s bookshelf.” Dr David Waugh, Professor of Education, Durham University “The distinctive challenges facing Early Career Teachers are identified and addressed with a clear focus on developing the adaptive expertise which is the foundation and sustenance of success in this demanding profession.” Professor Linda Clarke, Ulster University “This is a book that is sorely needed to support the flourishing of teachers during the demanding early stages of their careers.” Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, Former President of the British Educational Research Association (2013-15) “Mastering Teaching is a core, comprehensive, credible and cutting-edge introduction to early career teacher learning.” Dr Beth Dickson, University of Glasgow Moira Hulme is Professor of Teacher Education at Manchester Metropolitan University, UK. She has extensive experience as a teacher, teacher educator and educational researcher. Rebecca Smith is Headteacher of Sale Grammar School, Manchester, UK. She is an experienced leader who has worked across diverse settings to support teacher development to enable every child to fulfil their potential. Rachel O’Sullivan is Senior Lecturer in the School of Teacher Education, Manchester Metropolitan University, UK. Rachel taught secondary P.E. and was a subject lead, pastoral lead and Assistant Head before moving to her current role.

This book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training.

Report of the National Inquiry Into Teacher Education

Includes recommendations for support of Aboriginal teacher trainees, teacher aids; consultation with Aboriginal consultative groups; Aboriginal studies courses for non -Aboriginal teachers.

National Inquiry into Teacher Education (Australia) ... Other Issues • the relationships between institutions engaged in teacher education , professional bodies , employing authorities and the wider community ; and the formulation and ...

Teacher Education

The Decade Ahead

The Decade Ahead National Commission on Teacher Education and Professional Standards (U.S.). The program in many respects is a superior form of supervisory program . The curriculum planning council , which includes many teachers in its ...

Minnesota's Vision for Teacher Education

Stronger Standards, New Partnerships

should be done by specially identified and trained educators who are not already involved in supervising and training the beginning teachers . The Board of Teaching should work with institutions of higher education , professional ...

Proposed Standards for Teacher Education and Certification

( 2 ) Professional education . Professional education shall include a minimum of twenty - four semester hours of course work and clinical and field - based experiences designed for teaching vocational education subjects .

Innovations in Teacher Education

A Review of Recent Literature

Innovations encompass all phases of teacher education, with emphases on induction activities for new teachers and inservice activities which create new roles for experienced ones; they involve collaborative, integrative, reflective, experiential, and inquiry-oriented practices; and they emphasize teachers as leaders in their own development and schools as learning places for all. Complex networking of institutional structures enriches school-based teacher development; other innovations aim to improve teacher education practices, and change working and learning conditions; some are guided by a vision of teachers as reformers. The report concentrates more on the state of innovative activity, with only general references to the prevalence and impact of these changes.

Innovations encompass all phases of teacher education, with emphases on induction activities for new teachers and inservice activities which create new roles for experienced ones; they involve collaborative, integrative, reflective, ...