Teacher Educators as Members of an Evolving Profession
R&L Education, Dec 27, 2012 - Education - 260 pages
Teacher Educators as Members of an Evolving Profession focuses on the overall role of teacher educators who might be seen as leaders involved in the transformation of schools and schooling in a manner appropriate for the requirements of the 21st century. Teacher education is perceived in this book as a profession with unique characteristics. In the frame of this conception this book provides and discusses relevant professional issues: the professional identity of teacher educators, their role perception, and the characteristics of their vocational language. The pedagogy of teacher education is addressed and special attention is given to their professional development. The place of practice in this development process is considered. The contribution of research and academic writing as part of the professional development of teacher educators is emphasized. The book has two parts. The first part, Teacher educators: roles, identities, and discourses, deals with several aspects of being a teacher educator, among them their knowledge base, their professional language and their evolving roles. The second part of the book, The pedagogy of the professional development of teachereducators, provides insights into different modes of enacting processes of professional development of teacher educators.
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Chapter Two The Knowledge Base of Teacher Educators
Chapter Three Teacher Educators Discourses and Languages
Chapter Four What Happened to the Traditional Role of Teacher Educators?
Teacher Educators as Change Agents
Part II THE PEDAGOGY OF THE PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS
Chapter Seven Restructuring Teachers Learning Environments
An Innovating Pedagogy?
Chapter Nine Writing Knowledge and Professional Development of Teacher Educators
Chapter Ten The Role of Experience in the Education of Teacher Educators
Chapter Eleven Teacher Educators Teacher Education Curriculum and the Landscape of Education
About the Editorsand Contributors
Chapter Six The Professional Development of Teacher Educators in the Context of the School of Professional Development at the MOFET Institute
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academic aspects Ben-Peretz challenges chapter Clandinin classroom Cochran-Smith College of Education communities of practice concept conﬂicts Connelly context contribution course critical culture curriculum studies Darling-Hammond deﬁned deﬁnition development of teacher Dewey difﬁcult discourse discussion domain Dovrat educa educational landscape Educational Research Eilon epistemology experience Falmer ﬁeld instructors ﬁndings ﬁrst goals Hebrew ideas identity inﬂuence inquiry instruction interns Interview issues Journal knowledge base Korthagen learners learning to teach literature lmowledge Loughran mathematics mathematics education ment mentoring Michael Connelly Michigan State University MOFET Institute narrative National one’s organization participants partnership model PD approach pedagogy of teacher perceived perceptions practicum preservice Press profes professional development professional knowledge reﬂection reform Reichenberg role Schwab self-study seminar Shijing shinuy signiﬁcant skills social speciﬁc student teachers teacher education programs teacher educator’s teaching about teaching teaching and learning teaching and teacher theoretical theory and practice thinking tion traditional understanding University writing Zeichner