All countries in the world understand that education is vital to
human and economic prosperity and that teacher education
unavoidably is implicated. But the snag is this: political forces
shaping public opinion in individual nations (particularly the
U.S.) are deeply divided concerning how teacher education should
proceed. This book acknowledges this Achilles heel tension, but
does not become weighed down by it. Instead, it focuses on the
practical (t) (Schwab, 1969), matters that have been locally
deliberated and enacted. Pedagogies are named, origins
(cultural/practical/theoretical/policy roots) are traced and a live
example of the pedagogy unfurling in the local setting is presented
from an insider-view.
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