Overview
Explores work, identity and practices for insiders in teacher education
Gives broader insights into national and institutional policies
Reveals some of the hidden consequences of recent policy reform efforts
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Table of contents (14 chapters)
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Front Matter
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Back Matter
Keywords
- In-service teacher education
- Initial teacher education
- Mentor teachers
- Pre-service teacher education
- School-based teacher educators
- Student teachers
- Teacher education policy
- Teacher education programmes
- Teacher education reform
- Teacher educators
- Teacher professional development
- Teacher quality
- Teaching profession
- Teaching skills
- Change in Teacher Education
About this book
This unique book is an important source of information for all of those who educate future teachers and those who participate in teacher education as students, researchers, educators and policymakers. The volume also contributes to the international development of higher quality and research-led teacher education provision by providing clear evidence of policy impact. It draws on original research studies, conducted across eight countries in North America, Europe and Australia to analyse the impact of teacher education policy initiatives on ‘insiders’ in the fields, including education students, teacher educators and mentors in schools. In achieving this, the various chapters in the book analyse the commonalities and differentiations in the many policy reforms in teacher education currently being implemented by national governments. The book reveals some of the hidden consequences of these recent ‘reform’ efforts. It is also of use for leaders and policy makers in teacher education, providing them with insider perspectives from both theory and practice and making it possible for them to develop research-informed decisions that take into account the voices of insiders. Few texts have considered international policy trends alongside the impact they have had on significant stakeholder groups ‘inside’ teacher education. In redressing this omission, the book contributes to a better understanding of and improved practice of work in teacher education, both pre- and in-service.
Reviews
“This thoroughly thought-provoking book can be of great interest to a wide range of readership in TE such as student teachers, TEds, and policy makers. Particularly, foreign language practitioners and researchers stand to enormously benefit from this timely and valuable contribution, given that many of the issues discussed, like autonomy, agency, and identity are gaining momentum in their domain.” (Boudjemaa Dendenne and Ali Derakhshan, Iranian Journal of Language Teaching Research, Vol. 7 (3), October, 2019)
Editors and Affiliations
About the editors
Jean Murray is a professor in the Cass School of Education at the University of East London in England. Her research focuses on the sociological analysis of teacher education policies and practices internationally. She has a particular interest in the identities and career trajectories of teacher educators as key agents in teacher education. Jean has written well over 200 books, chapters, journal articles and official reports on these issues and has also run a large number of educational research projects. She has taught at all levels of higher education and acted as an educational consultant on professional learning for governments, NGOs and many universities across the world. She has been an active member of the academic community in the UK and internationally for more than twenty years.
Clare Kosnik is a professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). She teaches in both the doctoral and the teacher credential programs. Professor Kosnik has held a number of leadership positions within OISE, at Stanford University, and in AERA. Her research focuses on teacher education, in particular teacher educators. She has secured a number of large-scale grants to study teachers and teacher educators. She has written extensively on her research and has presented at conferences and universities in many countries. She has been an active member of the academic community in Canada, the U.S. and internationally for more than twenty years.
Anja Swennen (PhD) works at the VU University Amsterdam as a researcher and teacher educator. Her main research interest lies in the development of the profession and identity of teacher educators. Anja is associate editor of Professional Development in Education and has a wide experience in editing special issues and books and has published academic and professional articles and chapters in books about teacher educators.
Bibliographic Information
Book Title: International Research, Policy and Practice in Teacher Education
Book Subtitle: Insider Perspectives
Editors: Jean Murray, Anja Swennen, Clare Kosnik
DOI: https://doi.org/10.1007/978-3-030-01612-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-01610-4Published: 24 January 2019
eBook ISBN: 978-3-030-01612-8Published: 17 December 2018
Edition Number: 1
Number of Pages: XV, 216
Number of Illustrations: 14 b/w illustrations
Topics: Teaching and Teacher Education, Educational Policy and Politics, Higher Education