简介
Why do many beginning teachers not cope with the reality of schools? Why do beginning teachers often revert to conventional teaching methods when they hit the classroom? Why do 30% of new teachers leave in the first five years? At the beginning of the 21st Century we need a better way of educating preservice students by using a program design that mirrors how to best learn about teaching and portrays it as a complex profession. This book does not promote one particular teacher education design, but rather how to think about it. Key to such thinking is considering teacher education design as a combination of links, not independent elements to promote quality learning by preservice teachers. The four key links considered in this book include conceptual links across the university curriculum, theory-practice links between school and university settings, social-cultural links amongst the participants and personal links that shape the identity of teacher educators. Collectively, these are the missing links of teacher education design. This ground-breaking, internationally oriented book brings together a number of excellent contributions on new directions in the design of teacher education programs. Moreover, the ideas are connected through a clear and stimulating conceptual framework that has the potential to guide effective innovation in the field. Fred A.J. Korthagen Professor, Utrecht University, The Netherlands Teacher education program design demands a conceptualization built on strong interlinked foundations so that coursework and practice complement each another as a dynamic whole. Hoban offers an outstanding explication of exactly that through his Missing Links in Teacher Education. In so doing he offers a way of enhancing the quality of teacher education programs for those scholars passionate about, and committed to the work of teaching and learning about teaching. The Missing Links offers a provocative challenge to all involved in teacher education program design. John Loughran Foundation Chair, Curriculum & Pedagogy Monash University, Australia
目录
Front matter 1-17
Part 1 / Introduction 1-17
Developing a Multi-linked Conceptual Framework for Teacher Education Design 23-112
Part I / Conceptual Links Across the University Curriculum 23-112
Front matter 23-36
Principled Practice in Teacher Education 37-55
Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and Possibilities 57-73
On Discernment: The Wisdom of Practice and the Practice of Wisdom in Teacher Education 75-94
Re-Organising and Integrating the Knowledge Bases of Initial Teacher Education: The Knowledge Building Community Program 95-112
Teacher Education for the Middle Years of Schooling: Making Connections between Fields of Knowledge, Educational Policy Reforms and Pedagogical Practice 117-167
Part II / Theory-Practice Links between School and University Settings 117-167
Front matter 117-133
Innovation and Change in Teacher Education: An Inquiring, Reflective, Collaborative Approach 135-152
Using the Practicum in Preservice Teacher Education Programs: Strengths and Weaknesses of Alternative Assumptions about the Experiences of Learning to Teach 153-167
Who Stays in Teaching and Why?: A Case Study of Graduates from the University of Kansas鈥?5th-Year Teacher Education Program 173-230
Part III / Social-Cultural Links amongst Participants in the Program 173-230
Front matter 173-191
Constructing and Sustaining Communities of Inquiry in Teacher Education 193-208
Developing a Culture of Critique in Teacher Education Classes 209-230
Community-Building and Program Development go Hand-in-Hand: Teachers Educators Working Collaboratively 237-279
Part IV / Personal Links that Shape the Identity of Teacher Educators 237-279
Front matter 237-258
The Quest for Identity in Teaching and Teacher Education 259-279
Identity Development, Moral Authority and the Teacher Educator 281-291
Part 6 / Conclusion 281-291
Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program
Part 1 / Introduction 1-17
Developing a Multi-linked Conceptual Framework for Teacher Education Design 23-112
Part I / Conceptual Links Across the University Curriculum 23-112
Front matter 23-36
Principled Practice in Teacher Education 37-55
Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and Possibilities 57-73
On Discernment: The Wisdom of Practice and the Practice of Wisdom in Teacher Education 75-94
Re-Organising and Integrating the Knowledge Bases of Initial Teacher Education: The Knowledge Building Community Program 95-112
Teacher Education for the Middle Years of Schooling: Making Connections between Fields of Knowledge, Educational Policy Reforms and Pedagogical Practice 117-167
Part II / Theory-Practice Links between School and University Settings 117-167
Front matter 117-133
Innovation and Change in Teacher Education: An Inquiring, Reflective, Collaborative Approach 135-152
Using the Practicum in Preservice Teacher Education Programs: Strengths and Weaknesses of Alternative Assumptions about the Experiences of Learning to Teach 153-167
Who Stays in Teaching and Why?: A Case Study of Graduates from the University of Kansas鈥?5th-Year Teacher Education Program 173-230
Part III / Social-Cultural Links amongst Participants in the Program 173-230
Front matter 173-191
Constructing and Sustaining Communities of Inquiry in Teacher Education 193-208
Developing a Culture of Critique in Teacher Education Classes 209-230
Community-Building and Program Development go Hand-in-Hand: Teachers Educators Working Collaboratively 237-279
Part IV / Personal Links that Shape the Identity of Teacher Educators 237-279
Front matter 237-258
The Quest for Identity in Teaching and Teacher Education 259-279
Identity Development, Moral Authority and the Teacher Educator 281-291
Part 6 / Conclusion 281-291
Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program
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