Suchergebnisse

Intro -- Preface -- Contents -- About the Editors and Authors -- Editors -- Authors -- Chapter 1: International Policy Perspectives on Change in Teacher Education -- 1.1 Introduction -- 1.2 Teacher Education Policy Change -- 1.3 Policy and 'Insider' Perspectives -- 1.4 The Structure of the Book -- References -- Chapter 2: Collective Agency-Promoting Leadership in Finnish Teacher Education -- 2.1 Introduction: Importance of Leadership in Teacher Education -- 2.2 Theoretical Outlines: Promoting Shared Leadership Practices Through Agency -- 2.3 Teacher Education in Finland -- 2.4 Methodological Considerations -- 2.4.1 The Context of the Study -- 2.4.2 Leadership Practices in the Department -- 2.5 Data Collection and Analysis -- 2.6 Findings -- 2.6.1 Creating Collective Leadership Practices -- 2.6.2 Enhancing the Professional Agency of Staff -- 2.6.3 Building Leaders' Collective Agency -- 2.7 Conclusion and Discussion -- References -- Chapter 3: An Insider Look at the Implications of 'Partnership' Policy for Teacher Educators' Professional Learning: An Australian Perspective -- 3.1 Introduction -- 3.2 Teacher Educators: A Profession or Occupational Group? -- 3.3 The Janus-Faced Profession: The Problem for Teacher Educators and Their Professional Learning -- 3.4 The Study -- 3.4.1 The Australian Teacher Education 'Partnership' Policy Context: Document Analysis -- 3.4.2 Teacher Educators: Partnerships and Professional Learning -- 3.4.3 Teacher Educator's Identity and Professional Learning in Partnership Work -- 3.5 Conclusion -- References -- Chapter 4: An Exploration of Teacher Educator Identities Within an Irish Context of Reform -- 4.1 Introduction -- 4.2 Discourses of Identity and Teacher Educators' Identities -- 4.3 Irish Social and Policy Landscape: Seismic Shifts.

" Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, Chile, England, Finland, The Netherlands, Norway and South Africa to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education. "--