Handbook of Teacher Education

This book has its origins in conversations that started when the International Council on Education for Teaching (ICET) and the Australian Teacher Education Association (ATEA) jointly agreed to co-sponsor a World Assembly of Teacher Educators in Melbourne in July 2003, hosted by Monash University. The editors of this book were not only intimately involved in the management of the conference but had also been key figures in the Associations involved. Tony Townsend had been secretary, and on the national board of the South Pacific Association for Teacher Education (SPATE), which later became ATEA and had previously managed a SPATE conference in Frankston, Australia, in the 1980s. He is currently the President of ICET and now works at Florida Atlantic University. Richard Bates has been a long time board member of ATEA and is currently President of that organization. He is also a Board member of ICET. The International Council on Education for Teaching (ICET) was founded in 1953 for the purpose of emphasizing international cooperation in educational development in order to improve the quality of teacher education as well as to expand global e- cational opportunities for people in teacher education. Since that time, ICET has developed into an international association of practitioners of teacher education, policy and decision-makers in education, government and business dedicated to global development through education. ICET is a Non-Governmental Organization (NGO) and participates in NGO meetings and other UNESCO-sponsored conf- ences around the world.

An up-to-date review of key issues facing teacher education from an international perspective Chapters from writers all over the world A synthesis that establishes the key concerns facing teacher education in the next decade

Klappentext

This book provides an international review of the current state of teacher education, with chapters from an international group of teacher educators. It focuses on major issues that are confronting teacher educators now and in the next decade. These include the impact of globalization on the profession of teaching, and how teacher education must deal with changing accountability requirements from governments and establish a set of minimum standards acceptable to enable a person to teach.

The work also considers aspects of the three major phases of teacher education: the period prior to commencing in the profession, successful induction into the profession, and the ongoing professional development of teachers. Finally, it identifies ways in which new technologies can be used to improve the training and ongoing development of teachers. Cases from different countries are used to provide a rich base of data to help us understand how the profession is moving onwards.

Inhalt
Globalization and Diversity: Promise or Problem?.- Teacher Education in a New Millennium: Pressures and Possibilities.- Learning and Leading in a Globalized World: The Lessons from South Africa.- The Interplay between Culture, Teacher Professionalism and Teachers' Professional Development at Times of Change.- Partnerships for Progressing Cultural Democracy in Teacher Education in Pacific Island Countries.- The Treaty, the Institution and the Chalkface: An Institution-wide Project in Teacher Education.- Where have all the Teachers Gone? Gone to be Leaders, Everyone.- Standards and Accountability: What Does It Mean to be a Good Teacher and How Can We Make It Happen?.- Quality in Teacher Education: Seeking a Common Definition.- Standards and Professionalism: Peace Talks?.- Regulation and Autonomy in Teacher Education: System or Democracy?.- Globalisation and the Reshaping of Teacher Professional Culture: Do We Train Competent Technicians or Informed Players in the Policy Process?.- Academics' Perceptions of Private University Establishment Standards and Teaching Quality.- Teacher Preparation: Getting the Brightest and Making them the Best.- Mentoring in Teacher Education: An Experience that Makes a Difference for Fledgling University Students.- Exploring 'Lifewide Learning' as a Vehicle for Shifting Pre-service Teachers' Conceptions of Teaching and Learning.- Productive Pedagogies: Seeking a Common Vocabulary and Framework for Talking about Pedagogy with Pre-service Teachers.- From Performing to Performance: Can the Repositioning of Teacher Candidates Create a Measurable Impact on Children's Achievement While Developing Positive Teaching Dispositions?.- Maori Student Retention and Success: Curriculum, Pedagogy and Relationships.- The Effectiveness of TeacherPreparation Programs in Jordan: A Case Study.- Mentoring as the Key to a Successful Student Teaching Practicum: A Comparative Analysis.- Preparing Pre-service Teachers and Meeting the Diversity Challenge through Structured Service-learning and Field Experiences in Urban Schools.- Teaching Internships and the Learning Community.- Teacher Induction: From Neophyte To Professional in Three Easy Steps.- Workplace Contexts of New Teachers: An American Tradition of Paying One's Dues.- Re-thinking the Basis for High Quality Teaching: Teacher Preparation in Communities.- The Transition Process: The Early Years of Being a Teacher.- The Knowledge Building Community Program: A Partnership for Progress in Teacher Education.- Newly Qualified Teachers in Hong Kong: Professional Development or Meeting one's Fate?.- Meeting the Standard? The New Teacher Education Induction Scheme in Scotland.- Continuous Development of Teachers: The Challenge to Change.- Teacher Professional Learning, Teaching Practice and Student Learning Outcomes: Important Issues.- Defining the Meaning of Teacher Success in Hong Kong.- Networked Learning Communities: Joined up Working?.- Lesson study: An Opportunity for Teacher Led Professional Development.- An Alternative Approach to CPD: an Evaluation of the Impact on Individual and Institutional Development of an Action Learning Programme Run in Partnership by an HE institution (HEI) and a Sixth Form College (SFC).- Building Leadership Capability through Professional Development: A New Zealand Case Study Analysis.- A Case Study: The Dilemmas of Biculturalism in Education Policy and Visual Arts Education Practice in Aotearoa-New Zealand.- Professional Development through Transformation: Linking Two Assessment Models of Teachers' Reflective Thinking andPractice.- Action Research and Tacit Knowledge: A Case of the Project Approach.- The Impact of a Collaborative Model for Curriculum Restructuring on Teachers' Professional Growth.- Teacher Educators' Collaborative Inquiry in a Context of Educational Innovation in China A Case Study of Rich as a Learning Community.- The Reflective Practitioner: The Way Forward.- Participation and the Question of Knowledge.- Understanding the Social Self: The Role and Importance of Reflexivity in Schoolteachers' Professional Learning.- Teachers as Leaders: Building a Knowledge Base of Practice through Researching Practice.- School Reform and Transitions in Teacher Professionalism and Identity.- Teachers Engaging in Research as Professional Development.- The Impact of Technology: Tool of the Trade or the Terror for Teachers?.- ICTs and Tomorrow's Teachers: Informing and Improving the ICT Undergraduate Experience.- Webfolios: Authentic of State and Accreditation Standards.- Collaborative Online Projects in a Global Community.- Creating Thinking Professionals: Teaching and Learning about Professional Practice Using Interactive Technology.- The Complexities of Learning to Teach: Just What Is It That I Am Doing?.- Pre-Service Teachers Self-perceptions of ICTE: An Australian Perspective.