Details
Getting the Teachers We Need
International Perspectives on Teacher Education|
34,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 24.05.2017 |
| ISBN/EAN: | 9781475829648 |
| Sprache: | englisch |
| Anzahl Seiten: | 162 |
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Beschreibungen
<span><span>Teacher education faces challenges that are immediate and demanding. Adapting teacher education to the changing needs of educational systems is an imperative. This book offers engaging, thoughtful, and sometimes provocative ways of engaging in the debate around what is and can be in teacher education. This book responds to such things as the economic limitations associated with “fast track” routes to teacher certification, while also considering challenges such as the introduction of technology, teaching core instructional practices, as well as the place and nature of teacher education in preparing teachers for an ever-changing world.<br></span></span>
<span><span>This book offers engaging, thoughtful, and sometimes provocative ways of engaging in the debate around what is and can be in teacher education.</span></span>
<span><span>Foreword: John Loughman</span></span>
<br>
<span><span>Acknowledgements</span></span>
<br>
<span><span>Introduction</span></span>
<br>
<span><span>Alternatives in Teacher Education: What Differences Make a Difference?</span></span>
<br>
<span><span>Sharon Feiman-Nemser</span></span>
<br>
<span><span>Part 1: Alternate Routes in Teacher Education</span></span>
<br>
<span><span>Chapter 1: The First Alternate Route to Teacher Certification in the U.S.: Realities and Misconceptions</span></span>
<br>
<span><span>Eran Tamir</span></span>
<br>
<span><span>Chapter 2: The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case</span></span>
<br>
<span><span>Jean Murray, Gerry Czerniawski and Warren Kidd</span></span>
<br>
<span><span>Chapter 3: The Case of Hotam Naomi: More Than a Teacher Education Program</span></span>
<br>
<span><span>Edith Tabak, Michal Shany and Sara Shadmi</span></span>
<br>
<span><span>Chapter 4: Employment-Based Teacher Education: A Partnership for Meeting the Needs of Underserved Learners in New Zealand</span></span>
<br>
<span><span>Ngaire Hoben</span></span>
<br>
<span><span>Chapter 5: Recruiting High Performing Candidates to the Teaching Profession in Israel</span></span>
<br>
<span><span>Zipora Libman</span></span>
<br>
<span><span>Part 2: Practice-Centered Teacher Education</span></span>
<br>
<span><span>Chapter 6: Centering Teacher Education on High Leverage Practices</span></span>
<br>
<span><span>Francesca Forzani</span></span>
<br>
<span><span>Chapter 7: Building Teacher Education Practices Grounded in Foundational Knowledge, Visions and Context</span></span>
<br>
<span><span>Karen Hammerness and Bill Kennedy</span></span>
<br>
<span><span>Chapter 8: Building an Urban Teacher Residency in a Third Space Partnership</span></span>
<br>
<span><span>Monica Taylor and Emily Klein</span></span>
<br>
<span><span>Part 3: Special Challenges: Technology and Inclusion</span></span>
<br>
<span><span>Chapter 9: Teacher Education and Digital Learning: Reconceptualizing the University’s Role</span></span>
<br>
<span><span>Jae-Eun Joo and Bob Moon</span></span>
<br>
<span><span>Chapter 10: Creating an On-Line Teacher Preparation Program</span></span>
<br>
<span><span>Melora Sundt, Margo Pensavalle and Karen Gallagher</span></span>
<br>
<span><span>Chapter 11: Addressing the Challenge of Inclusion: Disabled Students in a Physical Education Teacher Preparation Program</span></span>
<br>
<span><span>Ronnie Lidor</span></span>
<br>
<span><span>Index</span></span>
<br>
<span><span>About the Editors and Contributors</span></span>
<br>
<span><span>Acknowledgements</span></span>
<br>
<span><span>Introduction</span></span>
<br>
<span><span>Alternatives in Teacher Education: What Differences Make a Difference?</span></span>
<br>
<span><span>Sharon Feiman-Nemser</span></span>
<br>
<span><span>Part 1: Alternate Routes in Teacher Education</span></span>
<br>
<span><span>Chapter 1: The First Alternate Route to Teacher Certification in the U.S.: Realities and Misconceptions</span></span>
<br>
<span><span>Eran Tamir</span></span>
<br>
<span><span>Chapter 2: The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case</span></span>
<br>
<span><span>Jean Murray, Gerry Czerniawski and Warren Kidd</span></span>
<br>
<span><span>Chapter 3: The Case of Hotam Naomi: More Than a Teacher Education Program</span></span>
<br>
<span><span>Edith Tabak, Michal Shany and Sara Shadmi</span></span>
<br>
<span><span>Chapter 4: Employment-Based Teacher Education: A Partnership for Meeting the Needs of Underserved Learners in New Zealand</span></span>
<br>
<span><span>Ngaire Hoben</span></span>
<br>
<span><span>Chapter 5: Recruiting High Performing Candidates to the Teaching Profession in Israel</span></span>
<br>
<span><span>Zipora Libman</span></span>
<br>
<span><span>Part 2: Practice-Centered Teacher Education</span></span>
<br>
<span><span>Chapter 6: Centering Teacher Education on High Leverage Practices</span></span>
<br>
<span><span>Francesca Forzani</span></span>
<br>
<span><span>Chapter 7: Building Teacher Education Practices Grounded in Foundational Knowledge, Visions and Context</span></span>
<br>
<span><span>Karen Hammerness and Bill Kennedy</span></span>
<br>
<span><span>Chapter 8: Building an Urban Teacher Residency in a Third Space Partnership</span></span>
<br>
<span><span>Monica Taylor and Emily Klein</span></span>
<br>
<span><span>Part 3: Special Challenges: Technology and Inclusion</span></span>
<br>
<span><span>Chapter 9: Teacher Education and Digital Learning: Reconceptualizing the University’s Role</span></span>
<br>
<span><span>Jae-Eun Joo and Bob Moon</span></span>
<br>
<span><span>Chapter 10: Creating an On-Line Teacher Preparation Program</span></span>
<br>
<span><span>Melora Sundt, Margo Pensavalle and Karen Gallagher</span></span>
<br>
<span><span>Chapter 11: Addressing the Challenge of Inclusion: Disabled Students in a Physical Education Teacher Preparation Program</span></span>
<br>
<span><span>Ronnie Lidor</span></span>
<br>
<span><span>Index</span></span>
<br>
<span><span>About the Editors and Contributors</span></span>
<span><span>Sharon Feiman-Nemser</span><span> is the Jack, Joseph and Morton Mandel Professor of Jewish Education at Brandeis University where she founded the Mandel Center for Studies in Jewish Education and the Master of Arts in Teaching (MAT) program. She also served on the education faculties at the University of Chicago and Michigan State University. A pioneer in research on teacher learning, she has written extensively on teacher education, learning to teach, mentoring and new teacher induction. </span><span>Teachers as Learners</span><span>, a collection of her seminal writings, was published by Harvard Education Press (2012). She was the first recipient of the Margaret Lindsey Award for Outstanding Research from the American Association of Colleges of Teacher Education (1996). </span></span>
<br>
<br>
<span><span>Miriam Ben-Peretz </span><span>is Professor Emerita at the Faculty of Education at the University of Haifa where she served as Chair of the Department of Teacher Education and Dean of the School of Education. She was also President of Tel-Hai College. Her main research interests are curriculum, teacher education and professional development, policy-making and Jewish education. A member of the American National Academy of Education, Prof. Ben-Peretz received AERA’s Lifetime Achievement Award (Division C) and Legacy Award (Division K). She was the 2006 Laureate of the Israel Prize for Research in Education and in 2015, she received the Israeli Prime-Minister’s award, the EMET prize, for her contribution to educational research.</span></span>
<br>
<br>
<span><span>Miriam Ben-Peretz </span><span>is Professor Emerita at the Faculty of Education at the University of Haifa where she served as Chair of the Department of Teacher Education and Dean of the School of Education. She was also President of Tel-Hai College. Her main research interests are curriculum, teacher education and professional development, policy-making and Jewish education. A member of the American National Academy of Education, Prof. Ben-Peretz received AERA’s Lifetime Achievement Award (Division C) and Legacy Award (Division K). She was the 2006 Laureate of the Israel Prize for Research in Education and in 2015, she received the Israeli Prime-Minister’s award, the EMET prize, for her contribution to educational research.</span></span>
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