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This collection brings together international teacher educators to
employ a 'long view' of an historic and values-based dialectic in
teacher education. The authors reflect how employing historical
consciousness to look back can offer greater continuity to
teachers' moral and political values within their training. The
book draws on research from experienced teacher educators
representing different historical, social and political contexts in
North America, Europe, Asia as well in post-conflict South Africa.
Within each section, the authors reflect on the development of the
moral and political values of pre-service and in-service teachers
in an era of global neo-liberalism and how this is inextricably
bound up with the narratives of professionals in the past within
their own national context. Each chapter takes a 'long view' of the
role of historical consciousness in informing the moral and
political values of pre-service and in-service teachers, providing
examples of how international teacher educators can collectively
support one another in restoring a vibrant, values-based dialectic
within the processes, pedagogies and provision of university and
school-based training for which they are responsible. The 'long
view' approach offers a compelling argument for the need to connect
pre-service and in-service teachers' values and narrative to the
legacy of professionals of the past. Moral and Political Values in
Teacher Education over Time will be of great interest to
researchers, academics and students in teacher education,
comparative education and the history of education. It will also be
of interest to international university and school-based teacher
educators and policymakers in the field.
Values and Professional Knowledge in Teacher Education provides
distinctive insights into potential strengths to develop trainee
teachers' values within school-based training. Looking at the
personal moral and political values of trainees as fundamental to
strategic and critical professional knowledge, the book considers a
key question about training contexts: to what extent is teacher
education embedded in the purpose and rationale of the school so
that trainees' values, and consequently their autonomy and
identity, can flourish? The book is research focused and offers
case studies that offer vicarious experiences which resonate with
the professional needs and concerns of teacher educators. The book
opens with a reflective narrative on the experience of a teacher
educator in England. Further chapters explore international
perspectives on values and professional knowledge in teacher
education, applied theoretical principles for developing the
relationship between trainee teachers' values and their
professional knowledge, the impact of university and school-based
training contexts on the development of values-based professional
knowledge, and the challenge of a values-based professional
knowledge to current teacher education practice. Values and
Professional Knowledge in Teacher Education will be of great
interest to academics and post-graduate students in the field of
education, university and school-based teacher educators, trainee
teachers, researchers, policymakers and school leaders.
Values and Professional Knowledge in Teacher Education provides
distinctive insights into potential strengths to develop trainee
teachers' values within school-based training. Looking at the
personal moral and political values of trainees as fundamental to
strategic and critical professional knowledge, the book considers a
key question about training contexts: to what extent is teacher
education embedded in the purpose and rationale of the school so
that trainees' values, and consequently their autonomy and
identity, can flourish? The book is research focused and offers
case studies that offer vicarious experiences which resonate with
the professional needs and concerns of teacher educators. The book
opens with a reflective narrative on the experience of a teacher
educator in England. Further chapters explore international
perspectives on values and professional knowledge in teacher
education, applied theoretical principles for developing the
relationship between trainee teachers' values and their
professional knowledge, the impact of university and school-based
training contexts on the development of values-based professional
knowledge, and the challenge of a values-based professional
knowledge to current teacher education practice. Values and
Professional Knowledge in Teacher Education will be of great
interest to academics and post-graduate students in the field of
education, university and school-based teacher educators, trainee
teachers, researchers, policymakers and school leaders.
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