Teacher education in a financial crisis - what are the consequences
and how can probity be maintained? Education, like most other parts
of everyday life, is experiencing the challenges brought about by
global financial constrictions. This book presents the experiences
and views of practising teacher educators from multiple countries
and continents on how the melt-down in world economics has affected
and will continue to affect teacher education and concomitant
experiences in schooling. The ramifications are seen to extend into
every aspect of teacher preparation, continuing staff development
and teacher support, and there are significant implications for the
quality of teaching and learning, and the ethos and standing of the
process of education as a whole. Drawing on educational theory and
social, political, and economic discourses, the book addresses
issues such as policy, philosophy, organisation, funding,
resources, modes of teaching and learning, curricular change,
recruitment and retention, amongst others, and provides a snap-shot
across diverse contexts. It aims to provide an evaluative,
analytical but reflective picture of teacher education in the light
of the world economic crisis, whilst exploring good practice and
suggesting future strategies to develop the quality of teacher
education and professional support, teaching and learning. The
volume provides an insight into the need for a new paradigm for
teacher education: one that involves teacher educators in devising
a discourse of positive and radical change. It will be a valuable
resource for teacher educators, educational leaders, policy makers,
educational commentators and teachers seeking to engage with the
scholarship of teaching as a means to engage in continuous
professional development.
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