Search results for: Zeichner Ken
Page 1/1 9 items
This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public education and teacher education. This decolonial approach to teacher education that actively attempts to benefit from the expertise in local minoritized communities seeks to “disrupt” existing power and knowledge hierarchies and create the basis for new alliances between teachers, teacher unions, teacher educators, and community-based social movements in marginalized communities that are seeking an active role in transforming their own communities. The result is a new hybrid structure for teacher education programs that models the emancipatory vision that is often articulated by programs but not practiced.
Updated: Oct. 28, 2020
Venture Philanthropy and Teacher Education Policy in the U.S.: The Role of the New Schools Venture Fund
The present paper explores the growing role of venture philanthropy. It also investigates the ideas of educational entrepreneurship and disruptive innovation in influencing the federal and state policies and practices in teacher education in the United States. The authors reject the position that the USA government should invest in the current system of teacher education in order to increase the capacity of the existing institutions that currently prepare teachers. They also disagree with the position that the current teacher education system should be replaced by an alternative based on deregulation and privatization. They suggest the need for transformation in the present system of teacher education, which will improve the quality of teacher education programs. They suggest focusing on helping student teachers learn to enact teaching practices that will promote student learning.
Updated: Oct. 15, 2017
This article discusses changes over the last 40 years in teacher education in the USA. These changes have resulted in two very different strategies for improving the preparation of teachers and in substantial inequities in the distribution of the teaching force.
Updated: Feb. 23, 2017
In this paper, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how teacher candidates and university faculty cross institutional boundaries to collaborate with communities and schools, teacher education programs can better interrogate their challenges and invent new solutions to prepare the teachers our students need.
Updated: Jan. 27, 2016
Competition, Economic Rationalization, Increased Surveillance, and Attacks on Diversity: Neo-Liberalism and the Transformation of Teacher Education in the U.S.
The current article discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The article focuses on how changes experienced throughout the world have played out in the U.S. The article concludes with a look at the future for teacher education in the U.S.
Updated: Apr. 14, 2011
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
In this article, the author discusses the disconnect between the campus and school-based components of programs. The article examines a variety of work currently going on across USA in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise.
Updated: Apr. 27, 2010
Action Research for Educational Reform: Remodelling Action Research Theories and Practices in Local Contexts
The article examines how action research theories and practices are remodelled in local contexts and used to support educational reform. The article analyzes 46 publications from the period 2000-2008. It identifies five 'variations' in the globalized theory and practice of action research: action research in times of political upheaval and transition; action research as a state-sponsored means of reforming schooling; co-option of action research by Western governments and school systems to control teachers; action research as a university-led reform movement; and action research as locally-sponsored systemic reform sustained over time.
Updated: May. 14, 2009
Contradictions and Tensions in the Place of Teachers in Educational Reform: Reflections on Teacher Preparation in the USA and Namibia
This article examines recent education and teacher education reforms in the USA and Namibia. It analyzes two tensions that have been a central part of debates about teacher quality and teacher education in many parts of the world: whether we should prepare teachers as technicians or as reflective practitioners. Furthermore, the article examines whether we should prepare teachers for teacher-centered or learner-centered instruction.
Updated: Feb. 16, 2009
This article calls for strengthening self study research and creating a closer connection between self studies research of teacher educators and substantive teacher education research issues. The writer encourages the incorporation of teacher educators into the mainstream of teacher education research, so as to incorporate their voices into the syntheses of research on issues in teacher education. The author also encourages researchers to work both gaining a greater theoretical understanding and the improvement of teacher education practice.
Updated: Dec. 11, 2007