Teacher education policy and research : global perspectives / Diane Mayer, editor.
In this book, leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scotland, the USA and Wales examine teacher education policy and research in each of their contexts. The book highlights the co...
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| Format: | Ebook |
| Language: | English |
| Published: |
Singapore :
Springer,
[2021]
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| Subjects: | |
| Online Access: | Springer eBooks |
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| 245 | 0 | 0 | |a Teacher education policy and research : |b global perspectives / |c Diane Mayer, editor. |
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| 505 | 0 | |a Intro -- Contents -- Editor and Contributors -- 1 Teacher Education Policy and Research: An Introduction -- Introduction -- Teacher Education Policy -- Teacher Education Policy and Notions of Professionalism -- Teacher Education Research and Policy -- The Contribution of This Book -- References -- 2 Teacher Education/ors in Australia: Still Shaping the Profession Despite Policy Intervention -- Introduction -- Background -- Pathways into Initial Teacher Education -- Policies Influencing Initial Teacher Education in Australia (2008-2020) -- Preparing a Profession -- National Agenda Setting | |
| 505 | 8 | |a Promoting National Excellence in Initial Teacher Education -- Developing a National Vision -- Discussion -- Postscript -- References -- 3 A Critical Examination of the Conception of Teacher Professionalism Enacted in Current Teacher Education Policy in Flanders (Belgium) -- Introduction -- The Context of the Decree of 2018 -- A Sketch of Three Decades of Reform -- The Decree of 2018 -- The Discourse of Teacher Professionalism Enacted in Current Policy Legislation -- Premise 1: Professionalism is a Quality Acquired, Possessed and Performed by Individual Teachers | |
| 505 | 8 | |a Premise 2: Professionalism Is Knowing and Performing What 'What Works' -- Premise 3: Professionalism can be Mapped and Checked -- Discussion -- References -- 4 Teaching and Teacher Education for a Post-pandemic Canada: Context, Crisis, Critique and Complication -- Context -- Crisis -- Critique -- Global-Local: Scaling Back Democracy -- School-Society: Responsibilizing the Teacher -- Research-Practice: Patrolling Boundaries -- Margin-Centre: Settling Differences -- Complication -- References | |
| 505 | 8 | |a 5 The Complex Policy Landscape of Initial Teacher Education in England: What's the Problem Represented to Be? -- Introduction -- The Context of Initial Education or Training In England -- Overview of Recent ITE Policy Development in England -- What's the Problem (of ITE in England) Represented to Be? -- What Presuppositions or Assumptions Underpin This Representation of the 'Problem'? -- How Has This Representation of the 'Problem' Come About? -- What Is Left Unproblematic in This Problem Representation? Can the 'Problem' Be Thought About Differently? | |
| 505 | 8 | |a What Effects Are Produced by This Representation of the 'Problem'? -- How/Where Has This Representation of the 'Problem' Been Produced, Disseminated and Defended? -- Conclusions -- References -- 6 Analyzing Practice, Research, and Accountability Turns in Finnish Academic Teacher Education -- Introduction -- Finnish Teacher Education: Key Characteristics -- Turns in Teacher Education: Practice, Research, and Accountability -- The Practice Turn in Finnish Teacher Education -- The University/Research Turn in Finnish Teacher Education -- The Accountability Turn in Finnish Teacher Education | |
| 520 | |a In this book, leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scotland, the USA and Wales examine teacher education policy and research in each of their contexts. The book highlights the connections and disconnections between teacher education policy and research. It examines contemporary challenges and issues in teacher education including how high-quality teacher education is framed, how teaching quality is framed, and the role of teacher education research. It also considers future policy and research possibilities and opportunities for teacher education research, equity and preparing teachers for work within contexts of super-diversity, and early career teaching. | ||
| 588 | |a Description based upon print version of record. | ||
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| 700 | 1 | |a Mayer, Diane, |e editor. |9 884493 | |
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