Section archive - Trends in Teacher Education
Page 10/32 313 items
A Historical Perspective on the Role of Collaboration in Teacher Education Reform: Making Good on the Promise of Teaching All Students
The current paper provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. This article investigates how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.
Updated: Aug. 30, 2012
This study examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate existing patterns of inequality in public education. An ethnographic case study research design was utilized. The data reveal that neighborhood parent group members catalyzed community support for their local public school, attracting other middle- and upper-middle-class parents. The research findings suggest that middle- and upper-middle-class parents are in many instances key actors in processes of school and neighborhood change.
Updated: May. 16, 2012
This article addresses a set of dilemmas that are associated with teaching, then with teacher education, and finally with the relation or linkage between the two. The authors also note the powerful role that inequality plays in any account of occupational competence in teaching, then conclude by exploring contemporary approaches to the reform or improvement of teacher education as a means of developing occupational competence.
Updated: May. 06, 2012
This article reviews reform efforts and examines their implications for positioning America to address the economic, political, and social challenges of the 21st century. The author concludes that it is critical that we transform teacher education programs as part of the educational transformational process. Teacher education programs must be transformed to ensure that future members of the profession are prepared to teach, counsel, and lead our schools and communities in the 21st century.
Updated: Mar. 21, 2012
In this article, the author discusses the challenges globalization may bring to teacher education. Globalization brings many challenges to schools. To meet these challenges, schools need teachers who understand the implications of globalization, are able to effectively work with the increasingly culturally and linguistically diverse student population. The author describes some essential elements of a plan that prepare teachers to teach in the globalized world. The author concludes that in order to prepare this new generation of teachers, we need a teacher education system that is globally oriented.
Updated: Mar. 21, 2012
In this article, the author argued that the democratic promise of a just and equitable society embodied in the reforms is important; yet the particular principles about school knowledge historically classify and order reflection and action to shape and fashion what is possible and “reasonable” for participation. The notion of alchemy directed attention to the principles that translate and order what is taught. In this sense, the very system of reason that organizes school subjects is the political of schooling.
Updated: Feb. 22, 2012
In this article, the author is interested to examine whether there is evidence enough to suggest that European policy on lifelong learning is now experiencing a discursive shift into what could be described as a new phase. The author uses critical discourse analysis as a methodological framework. The analysis of the empirical material points to a direction where it is relevant to speak about a new ‘phase’ of lifelong-learning discourse emerging in European policy, characterized by the urgent need for implementation.
Updated: Feb. 13, 2012
In this article, the authors discusses the open method of coordination (OMC) within the Lisbon strategy in terms of a European Space for Education and ‘programme ontology’. The focus is on indicators and the European dimension, and how they ‘work’ in the forming of contents and identities in this European Space for Education.
Updated: Feb. 13, 2012
Citizenship and Self-Determination for Individuals With Cognitive Disabilities: The Interdependence of Social Studies and Special Education
This article examines the ways to implement citizenship education in educational settings for individuals with cognitive disabilities. For their successful integration into society as contributing citizens, individuals with cognitive disabilities need self-determination skills such as autonomy, making choices, and self-regulation to be infused throughout their curriculum, and they should begin learning such skills as early as possible.
Updated: Jan. 25, 2012
The current paper investigates, both theoretically and empirically, the political dimensions of teacher learning. The authors examine this issue through a theoretical work on teacher professional vision, and an empirical study of video-based teacher professional development.
Updated: Dec. 21, 2011