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Presenting the views of international experts in initial teacher education, this collection is set to become a significant text for those engaged with program provision and reform.
This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.
This book takes a fresh look at 'professional experience' in initial teacher education in Australia. Using collaborative narrative methodologies, the authors critically explore the ways in which one faculty of education engages with schools, industry, the teaching profession and government policy to deliver an innovative professional experience program. It includes chapters offering new perspectives on more traditional practicums in schools, as well as those reporting on exciting partnership initiatives where pre-service teachers, teacher educators and practitioners work together to teach and learn in new and mutually beneficial ways. There is a particular focus on the professional learning of all stakeholders from across the professional experience program. The book allows readers to gain a new understanding of the experiences and learning opportunities available to all stakeholders when a professional experience program makes a priority of boundary work, relational work and identity work. With the critical and creative power of narrative to convey what other research methodologies cannot, it shows how one institution has developed a variety of innovative approaches and structures in response to on-going debates on quality in teacher education, the role of educational partnerships in teacher preparation and the personal and professional insights gained from such opportunities.
The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issues--those topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortable--in profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field. The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources. Endorsement: (Re)Imagining Elementary Social Studies is a timely and powerful collection that offers the best of what social studies education could and should be. Grounded in a politics of social justice, this book should be used in all elementary social studies methods courses and schools in order to develop the kinds of teachers the world needs today. -- Wayne Au, Professor, University of Washington Bothell, Editor, Rethinking Schools
This book considers the diffusion and transfer of educational ideas through local and transcontinental networks within and across five socio-political spaces. The authors examine the social, political, and historical preconditions for the transfer of “new education” theory and practices in each period, place, and school, along with the networks of ideas and experts that supported this. The authors use historical methods to examine the schools and to pursue the story of the circulation of new ideas in education. In particular, chapters investigate how educational ideas develop within contexts, travel across boundaries, and are adapted in new contexts.
A revolutionary new educational model that encourages educators to provide spaces for students to display their academic brilliance without sacrificing their identities Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity—one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom. Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity (the embodying of “negative” characteristics associated with lowbrow culture, often thought to be possessed by people of a particular ethnic, racial, or socioeconomic status) as anti-intellectual and punishes young people for straying from these alleged “academic norms,” leaving young people in classrooms frustrated and uninspired. These deviations, Emdin explains, include so-called “disruptive behavior” and a celebration of hip-hop music and culture. Emdin argues that being “ratchetdemic,” or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom.
This research-based book focuses on re-imagining how to improve pedagogical and environmental approaches to teaching and teacher education, across the early childhood to higher education sectors. It motivates educators, academics and researchers to stimulate thinking around the use of research to transform professional teaching and teacher education in imaginative ways. It showcases insights into the design and implementation of successful approaches to teaching improvement at the direct level of practice. This book provides a clear ‘how to’ approach that identifies the general principles by which teaching improvement can be planned, monitored and evaluated, as well as guidelines for contextualising these principles within specific educational levels and situations.
This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.