The Missing Links in Teacher Education Design Developing a Multi-linked Conceptual Framework /

Why do many beginning teachers not cope with the reality of schools? Why do beginning teachers often revert to conventional teaching methods when they hit the classroom? Why do 30% of new teachers leave in the first five years? At the beginning of the 21st Century we need a better way of educating p...

Πλήρης περιγραφή

Λεπτομέρειες βιβλιογραφικής εγγραφής
Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
Άλλοι συγγραφείς: Hoban, Garry F. (Επιμελητής έκδοσης)
Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
Γλώσσα:English
Έκδοση: Dordrecht : Springer Netherlands, 2005.
Σειρά:Self Study of Teaching and Teacher Education Practices ; 1
Θέματα:
Διαθέσιμο Online:Full Text via HEAL-Link
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245 1 4 |a The Missing Links in Teacher Education Design  |h [electronic resource] :  |b Developing a Multi-linked Conceptual Framework /  |c edited by Garry F. Hoban. 
264 1 |a Dordrecht :  |b Springer Netherlands,  |c 2005. 
300 |a XXII, 292 p.  |b online resource. 
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490 1 |a Self Study of Teaching and Teacher Education Practices ;  |v 1 
505 0 |a Developing a Multi-linked Conceptual Framework for Teacher Education Design -- Conceptual Links Across the University Curriculum -- Principled Practice in Teacher Education -- Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and Possibilities -- On Discernment: The Wisdom of Practice and the Practice of Wisdom in Teacher Education -- Re-Organising and Integrating the Knowledge Bases of Initial Teacher Education: The Knowledge Building Community Program -- Teacher Education for the Middle Years of Schooling: Making Connections between Fields of Knowledge, Educational Policy Reforms and Pedagogical Practice -- Theory-Practice Links between School and University Settings -- Innovation and Change in Teacher Education: An Inquiring, Reflective, Collaborative Approach -- Using the Practicum in Preservice Teacher Education Programs: Strengths and Weaknesses of Alternative Assumptions about the Experiences of Learning to Teach -- Who Stays in Teaching and Why?: A Case Study of Graduates from the University of Kansas’ 5th-Year Teacher Education Program -- Social-Cultural Links amongst Participants in the Program -- Constructing and Sustaining Communities of Inquiry in Teacher Education -- Developing a Culture of Critique in Teacher Education Classes -- Community-Building and Program Development go Hand-in-Hand: Teachers Educators Working Collaboratively -- Personal Links that Shape the Identity of Teacher Educators -- The Quest for Identity in Teaching and Teacher Education -- Identity Development, Moral Authority and the Teacher Educator -- Conclusion -- Using a Multi-Linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program. 
520 |a Why do many beginning teachers not cope with the reality of schools? Why do beginning teachers often revert to conventional teaching methods when they hit the classroom? Why do 30% of new teachers leave in the first five years? At the beginning of the 21st Century we need a better way of educating preservice students by using a program design that mirrors how to best learn about teaching and portrays it as a complex profession. This book does not promote one particular teacher education design, but rather how to think about it. Key to such thinking is considering teacher education design as a combination of links, not independent elements to promote quality learning by preservice teachers. The four key links considered in this book include conceptual links across the university curriculum, theory-practice links between school and university settings, social-cultural links amongst the participants and personal links that shape the identity of teacher educators. Collectively, these are the missing links of teacher education design. This ground-breaking, internationally oriented book brings together a number of excellent contributions on new directions in the design of teacher education programs. Moreover, the ideas are connected through a clear and stimulating conceptual framework that has the potential to guide effective innovation in the field. Fred A.J. Korthagen Professor, Utrecht University, The Netherlands Teacher education program design demands a conceptualization built on strong interlinked foundations so that coursework and practice complement each another as a dynamic whole. Hoban offers an outstanding explication of exactly that through his Missing Links in Teacher Education. In so doing he offers a way of enhancing the quality of teacher education programs for those scholars passionate about, and committed to the work of teaching and learning about teaching. The Missing Links offers a provocative challenge to all involved in teacher education program design. John Loughran Foundation Chair, Curriculum & Pedagogy Monash University, Australia . 
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