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Placing Practitioner Knowledge at the Center of Teacher Education - Rethinking the Policies and Practices of the Education Doctorate (Hardcover, New)
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Placing Practitioner Knowledge at the Center of Teacher Education - Rethinking the Policies and Practices of the Education Doctorate (Hardcover, New)
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Rethinking the Education Doctorate so that practitioner knowledge
is at the center of programmatic concern in teacher education
raises provocative education policy/practice considerations.
Participants in the national Carnegie Project on the Education
Doctorate (CPED) are doing just this. Their accounts of rethinking
what counts as educational knowledge and their reconsideration of
the roles of teacher educators, scholar-practitioners, students,
policy makers, and others are illuminated in this book. Asserting
the primacy of practitioner knowledge, the book generates a rich
and complex terrain of issues and considerations that participating
CPED institutions navigate as multiple technical, normative, and
political questions at the crux of educator preparation,
professional growth, and control of their field. And, it is this
terrain that calls attention to the nature of practitioner
knowledge and its inherent potential for redirecting, mediating,
and generating education policy. Conversations within and across
national and local levels orient away from technical means-ends
"what works" questions alone, and open into normative and political
questions about educational value and professional action. Chapters
by the national CPED leadership team members and accounts that
chronicle the specific experiences of seven participating teacher
education programs and institutions (University of
Nebraska-Lincoln, The Pennsylvania State University, Rutgers, The
State University of New Jersey, Lynn University, University of
Washington Vancouver, University of Colorado Denver, University of
Kansas) that share a common commitment to enhancing professional
knowledge are timely and of interest nationally and globally.
Genuine opportunities for professional learning are increasingly at
risk with teacher educators and practitioners often impeded from
shaping educational agendas. The sixteen chapters reveal how the
CPED initiative has created needed room for this disclosure and
deliberation. And, with its emphasis on programmatic enactment,
CPED positions institutions and participants involved to debate and
articulate the issues, and gives shape to programs that hold hope
for interrupting reductive "what works" agendas.
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