Overview
- An international guide to teacher education research, featuring contributions by leading scholars in the field
- A guide to sustained, long-term and systematic research to provide empirical support for the broad aspects of teacher education policy
- A state-of-the-art Companion that assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions
- Includes supplementary material: sn.pub/extras
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Table of contents (56 chapters)
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Front Matter
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Becoming a Teacher: Teacher Education and Professionalism
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Front Matter
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Initial Teacher Education
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Front Matter
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Teacher Education, Partnerships and CollaborationThe first part of this introduction is based on Peters (2014) ‘Education as the Power of Collaboration.’
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Front Matter
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Keywords
- Accountability and Teacher Preparation
- Corporate management of education
- Critical-emancipatory models
- Global Education Reform
- Mentoring of student teachers
- Partnership arrangements
- Privatisation of teacher education
- Reflective practice
- School Governance
- Standardization of education
- Teacher Professional Learning
- University-led teacher education
- curriculum convergence
- inclusive education
- placement and practicum
- professional education
- professional practice knowledge
- teacher education
- teacher educators
- teaching standards
About this book
There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession.
At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations.
Editors and Affiliations
About the editors
Bronwen Cowie is a Professor of Education and Director of the Wilf Malcolm Institute of Educational Research at the Faculty of Education: Te Kura Toi Tangata, the University of Waikato, New Zealand. Her research interests span assessment for learning, science education, student voice, curriculum implementation and teacher education/ professional learning.
Ian Menter is a Fellow of the Academy of Social Sciences in the UK and served as Presidentof the British Educational Research Association (BERA) from 2013 to 2015. He is an Emeritus Professor of Teacher Education at the University of Oxford and was a member of the Steering Group of the BERA Inquiry into Research and Teacher Education (2014).
Bibliographic Information
Book Title: A Companion to Research in Teacher Education
Editors: Michael A. Peters, Bronwen Cowie, Ian Menter
DOI: https://doi.org/10.1007/978-981-10-4075-7
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2017
Hardcover ISBN: 978-981-10-4073-3Published: 10 May 2017
Softcover ISBN: 978-981-13-5041-2Published: 11 December 2018
eBook ISBN: 978-981-10-4075-7Published: 31 May 2017
Edition Number: 1
Number of Pages: XIX, 850
Number of Illustrations: 33 b/w illustrations
Topics: Teaching and Teacher Education, Professional & Vocational Education, Educational Policy and Politics, International and Comparative Education