Editors:
- Describes the historical contexts, policies and practices of teacher education
- Illustrates the differences new reforms of teacher education make on curriculum, teaching and assessment
- Explores the 'quality' issue of teacher education and issues in the implementation of change in teacher education?
Part of the book series: Professional Learning and Development in Schools and Higher Education (PROD, volume 13)
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Table of contents (19 chapters)
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Front Matter
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Quality in Teacher Education
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Front Matter
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Innovative and Effective Curriculum, Teaching and Assessment Practices of Teacher Education
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Front Matter
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Issues of Managing Change in Teacher Education
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Front Matter
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About this book
How teachers may be better educated for a changing global world is a challenge that faces many systems of education worldwide. This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally. Graduate schools of education in the United States and the UK, for example, are making fundamental changes in the structures, courses, programs and faculties that prepare beginning teachers each year. Drawing upon examples from the United States, United Kingdom, China, Hong Kong, Australia and elsewhere, its authors provide a unique critical overview of emerging themes and challenges of raising the quality of teaching and the quality of student learning outcomes. They suggest possible ways forward for teachers, teacher educators, researchers and policy-makers as they seek to raise the quality of teaching and student outcomes whilst sustaining their moral purposes and values of equity, inclusion and social justice. Taken together, the chapters contain informed, critical discussions of “normal education” and “teacher education” of “professional standards”, “4+2/+1” post-degree training, “PGDE versus BEd”, integration of subject specializations and professional education. Each one provides new visions of the teacher as a professional and to cultivate high quality teachers in the West and the Greater China region. For all those interested in issues of quality, change and forward movement in teacher education in contexts of policy led reform, this is a must read.
Editors and Affiliations
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Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong, Hong Kong
John Chi-Kin Lee
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School of Education, University of Nottingham, Nottingham, United Kingdom
Christopher Day
Bibliographic Information
Book Title: Quality and Change in Teacher Education
Book Subtitle: Western and Chinese Perspectives
Editors: John Chi-Kin Lee, Christopher Day
Series Title: Professional Learning and Development in Schools and Higher Education
DOI: https://doi.org/10.1007/978-3-319-24139-5
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2016
Hardcover ISBN: 978-3-319-24137-1Published: 04 March 2016
Softcover ISBN: 978-3-319-79584-3Published: 07 April 2018
eBook ISBN: 978-3-319-24139-5Published: 25 February 2016
Series ISSN: 1879-8624
Series E-ISSN: 2543-0556
Edition Number: 1
Number of Pages: XIV, 329
Number of Illustrations: 5 b/w illustrations
Topics: Teaching and Teacher Education, International and Comparative Education, Educational Policy and Politics