In this regard, our approach does not strictly separate pre-service teacher education from teachers’ in-service professional development, adopting an integrative perspective. Further, we believe the respective social and cultural contexts must also be taken into account. Lastly, we call for teachers’ knowledge and individual character traits to be accounted for in the education of high-quality teachers.
"Why are fifteen million children and youth in poverty not achieving when we know that low-income students excel in the classrooms of “star” teachers (who comprise approximately 8 percent of the teaching force)?"
"Whose needs or interests are being met in education reform today?"
“In my own institution, there has not been a systematic assessment of the effectiveness of the basic teacher education program since the institution was founded over a century ago as a teachers college. Imagine, not one ever!”
"Teachers who empathize with students and the life challenges they face soon realize that the dysfunctional bureaucracies will not permit them to meet the needs of their students. Half of the starry-eyed beginners are gone in five years or less."
"Why does teacher education focus on the managerial, instrumental or delivery system aspects of the profession?"
"The expert advice dispensed by schools of education regarding what future teachers should do is not connected to any theory of learning, or to any reality of life in school classrooms."
"Why has the recruitment process resulted in a cohort of teachers who are unable to connect with their students?"
"Does a qualified teacher equate to a quality teacher?"
"The best hope of getting more effective teachers from university teacher preparation programs is to base their budgets on the number of their graduates who serve in challenging schools and their effectiveness with children and youth. At the district level, the salaries of hiring officials should be based on how well these officials identify and retain quality teachers."
In this book, 12 distinguished scholars provide a hard-hitting, thoroughly researched, historical and theoretical critique of our schools of education, and offer clear recommendations on what must be done to ensure all children can achieve their potential, and contribute to a vibrant, democratic society.
Making a difference in Teacher Education through Self-Study: Studies of Personal, Professional, and Program Renewal describes the systematic efforts of committed and creative teacher educators to improve their teacher education programs. It describes the accomplishments of individuals (and in part the programs in which they work) who have overcome many of the hurdles teacher educators typically face. These individuals have made a difference in the lives of their students, their colleagues, and many classroom teachers. The book presents research on 15 different teacher education programs and describes individual renewal efforts. The stories -- including both the successes and challenges -- are inspiring and informative. In this age of accountability these teacher educators have used a range of research methods to gather data on their work and in turn used it to guide future decisions. The text includes examples of both large scale research and individual efforts. The common thread among the authors is a commitment to "walking the talk."
In this edited volume by experts in the field of teacher education, Current Issues in Teacher Education combines forces from the United States and Canada to present and discuss positions on current topics and concerns in the field of teacher education. It provides an overview and multiple perspectives of issues rather than one authorï¿½s position or viewpoint. This will allow the reader to reflect on multiple perspectives and to form his or her opinion and route for further action or discussion. Written in a reader-friendly style with accessible language, the book avoids the use of highly technical jargon-like language. Divided into four parts, Part I looks at overarching issues, such as preparing for the realities of teaching imposed by state and federal mandates, curriculum delivery models, and worldwide issues. Part II explores issues related to the teacher education institution, such as preservice teacher placement, accreditation, and partnerships. Part III contains chapters on training teachers in multicultural education, technology, assessment, special needs, and family involvement. And, in Part IV, leaders from the American Association of Colleges for Teacher Education propose ideas for the future of teacher education. Each chapter includes a section on the implications for teacher education and a look to the future. Review questions to prompt thinking or discussion complete each chapter. Teacher educators who work in the field and/or are involved with professional organizations related to the field will find the book to be useful at the college or university level. Policymakers, administrators, and other leaders in the field will also find the book to be an important addition to their library.