Has any occupational group been the subject of as much research as
elementary or primary school teachers? Written by a former
elementary school teacher, this intensive study considers how the
foundations of the ongoing teacher reform movement have appealed to
researchers through its successive stages. By tracing these ideas
back to their historical roots, Jonathan Neufeld illustrates how
they actually descend from the physical and biological sciences
rather than from student/teacher relationships. Neufeld's in-depth
analysis of economic trends during the 20th century shows how
economic and educational reforms are closely related. He
demonstrates how the century-long movement to develop teachers
became obsessed with turning them into soldiers of a failing
economy. This book rewrites the existing foundations and outlines a
future direction that will excite researchers and practitioners
alike. It introduces alternative theoretical foundations and
propositions to inspire innovative discussions about teachers'
continuing educational development and what it could mean to teach
children in classrooms. Since the publication of A Nation at Risk
in 1982, "teacher development" has become a universal term, used to
express an international movement to professionalize teachers. But
imagine if the foundations of this research had little to do with
life in the classroom. How would we then begin to discover what
"development" means to practising teachers? Redefining Teacher
Development will appeal to researchers in teacher instruction and
development, as well as practising teachers with an interest in how
research has conceptualised their field.
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