000 05378nam a22004575i 4500
001 978-1-4020-3346-9
003 DE-He213
005 20161121230622.0
007 cr nn 008mamaa
008 100301s2005 ne | s |||| 0|eng d
020 _a9781402033469
_9978-1-4020-3346-9
024 7 _a10.1007/1-4020-3346-X
_2doi
050 4 _aL1-991
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
082 0 4 _a370
_223
245 1 4 _aThe Missing Links in Teacher Education Design
_h[electronic resource] :
_bDeveloping a Multi-linked Conceptual Framework /
_cedited by Garry F. Hoban.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2005.
300 _aXXII, 292 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSelf Study of Teaching and Teacher Education Practices ;
_v1
505 0 _aDeveloping a Multi-linked Conceptual Framework for Teacher Education Design -- Conceptual Links Across the University Curriculum -- Principled Practice in Teacher Education -- Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and Possibilities -- On Discernment: The Wisdom of Practice and the Practice of Wisdom in Teacher Education -- Re-Organising and Integrating the Knowledge Bases of Initial Teacher Education: The Knowledge Building Community Program -- Teacher Education for the Middle Years of Schooling: Making Connections between Fields of Knowledge, Educational Policy Reforms and Pedagogical Practice -- Theory-Practice Links between School and University Settings -- Innovation and Change in Teacher Education: An Inquiring, Reflective, Collaborative Approach -- Using the Practicum in Preservice Teacher Education Programs: Strengths and Weaknesses of Alternative Assumptions about the Experiences of Learning to Teach -- Who Stays in Teaching and Why?: A Case Study of Graduates from the University of Kansas’ 5th-Year Teacher Education Program -- Social-Cultural Links amongst Participants in the Program -- Constructing and Sustaining Communities of Inquiry in Teacher Education -- Developing a Culture of Critique in Teacher Education Classes -- Community-Building and Program Development go Hand-in-Hand: Teachers Educators Working Collaboratively -- Personal Links that Shape the Identity of Teacher Educators -- The Quest for Identity in Teaching and Teacher Education -- Identity Development, Moral Authority and the Teacher Educator -- Conclusion -- Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program.
520 _aWhy 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 .
650 0 _aEducation.
650 0 _aTeaching.
650 1 4 _aEducation.
650 2 4 _aEducation, general.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aLearning & Instruction.
700 1 _aHoban, Garry F.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402033384
830 0 _aSelf Study of Teaching and Teacher Education Practices ;
_v1
856 4 0 _uhttp://dx.doi.org/10.1007/1-4020-3346-X
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c501457
_d501457