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Transforming Teacher Education for Social Justice offers teacher educators a new way to think about the development of culturally responsive educators. The authors identify the core components needed to restructure and reorient programs of teacher education to adequately prepare new teachers for the racially, culturally, and linguistically diverse communities they will serve upon graduation. They propose a new model of teacher preparation that capitalizes on the strengths of programs evidencing important outcomes. Chapters address the notion of situated learning embedded in communities; the need for extensive clinical experience in authentic teaching situations; strategies for interweaving theory, content, pedagogy, and classroom practice; the importance of student engagement and motivation; and the implementation of critical service learning. Key policy implications of this model are also discussed within the current landscape of teacher education reform. Book Features: A specific approach for realizing the promise of culturally responsive teaching. A flexible model for a community-engaged teacher preparation. Compelling data on student learning outcomes based on university/school/community collaboration as evidence of eliminating the achievement gap. “The most striking piece of this book is the descriptions and stories of how the community serves as mentors to the university faculty and students. The authors take readers with them through the many authentic activities led by the community mentors. We are left both with the desire to spend time with these remarkable community members ourselves and the desire to develop similar community-based programs.” —Jana Noel, California State University, Sacramento “Mandatory reading for teacher educators who are serious about preparing teachers for diverse schools and communities.” —Tyrone Howard, UCLA
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.
Quickfall and Wood outline a policy direction concerning the work of teachers and leaders which is necessary to reorientate the education system in England to one which encourages individuals to become teachers, and which sustains them in a supportive professional environment once they are there.
Extracts from the text:"Why are fifteen million children and youth in poverty not achieving when we know that low-income students excel in the classrooms of "star" teachers (who comprise approximately 8 percent of the teaching force)?" "Whose needs or interests are being met in education reform today?" "In my own institution, there has not been a systematic assessment of the effectiveness of the basic teacher education program since the institution was founded over a century ago as a teachers college. Imagine, not one ever!""Teachers who empathize with students and the life challenges they face soon realize that the dysfunctional bureaucracies will not permit them to meet the needs of their students. Half of the starry-eyed beginners are gone in five years or less." "Why does teacher education focus on the managerial, instrumental or delivery system aspects of the profession?""The expert advice dispensed by schools of education regarding what future teachers should do is not connected to any theory of learning, or to any reality of life in school classrooms." "Why has the recruitment process resulted in a cohort of teachers who are unable to connect with their students?""Does a qualified teacher equate to a quality teacher?""The best hope of getting more effective teachers from university teacher preparation programs is to base their budgets on the number of their graduates who serve in challenging schools and their effectiveness with children and youth. At the district level, the salaries of hiring officials should be based on how well these officials identify and retain quality teachers."In this book, 12 distinguished scholars provide a hard-hitting, thoroughly researched, historical and theoretical critique of our schools of education, and offer clear recommendations on what must be done to ensure all children can achieve their potential, and contribute to a vibrant, democratic society.
Sharing the stories of educators working in a diverse range of international contexts, Being a Teacher uses personal narratives to explore effective teaching and learning in global settings. Demonstrating how personal values influence pedagogical practice, and asking how practice can be improved, authors reflect on their experiences not just as teachers, but also as learners, to offer essential guidance for all prospective educational professionals. The book focuses on teacher narratives as a vehicle for consideration of teacher professionalism, and as a way of understanding issues which are important to teachers in different contexts. By sharing and analysing these narratives, the book discusses the increasing complexity of teaching as a profession, and considers the commonality within the narratives. Each chapter includes graphic representations of analysis and encourages its reader to reflect critically on central questions, thereby constructing their own narrative. Being a Teacher provides an in-depth and engaging insight into the education system at a global level, making it an essential read for anyone embarking on a teaching career within the international education market.
As societies change, so do the needs of students in their education systems. This volume argues that the core professional responsibility of today’s teacher is to create learning environments in which teaching and learning are linked to real-life situations.
Busy administrators will appreciate this quick read packed with immediate, accessible strategies. This book provides the framework for understanding dynamic relationships within a school culture and ensuring a positive environment that supports the changes necessary to improve learning for all students. The author explores many aspects of human behavior, social conditions, and history to reveal best practices for building healthy school cultures.
People are on the move all across the globe and the student population is becoming increasingly more diverse. This has brought about new opportunities and challenges for educators, and teachers. In this series teacher educators a) deconstruct and problematize what it means to educate new teachers for increasingly diverse schools and classroom contexts, and b) highlight experiences of teacher educators as they attempt to bridge the theory to practice divide often encountered in teacher education. In these challenging times when public education is under attack, culturally responsive, antiracist, critical multicultural, social justice and all forms of teaching that are inclusive and equitable must be supported and encouraged. As schools continue to be spaces where ideas and values that promote equity and justice in society are contested, teachers must be proactive in engaging in pedagogies that respond to the needs of a diverse student population. Transformative Pedagogies bring together the work of teachers, scholars, and activists from different countries and contexts who are seeking to transform teacher education. This book will be useful to all educators seeking alternative and innovative approaches to education and meeting the needs of students. Teacher educators examine what it means to be transformative and drawing on experiences from different contexts.
Since teacher education looked to become a formal field of study in the 1800s, it has historically contended with competing forces in the effort to solidify its professional identity. Currently, that contention is juxtaposed with those external forces that look to promote fast-track teacher training, with its ultimate goal to dismantle traditional teacher education programs, and those internal forces, whereby teacher education within itself continues to struggle with its own identity, power, and influence. To that end, this book, A Turning Point in Teacher Education: A Time for Resistance, Reflection, and Change, suggests we have reached a climax point, a turning point in teacher education, meaning we must work to resist and denounce those external forces that are laboring to undermine the professionalization of what it means to be a teacher. Simultaneously, we must also deeply reflect and be clear about those internal forces at work when it comes to solidifying the place, power, and necessity of traditional teacher education programs, ultimately announcing the furthering of what should be.
Trevor Muir uses the power of storytelling and brain science to give educators practical and proven practices to achieve real student engagement, and in return, learning that is permanent and memorable. Any teacher, in any subject area, and in any grade level can use the story-centered framework to transform their classrooms into settings where students are engaged, challenged, and transformed.