The Struggle for Teacher Education International Perspectives on Governance and Reforms

by Trippestad, Tom Are; Swennen, Anja; Werler, Tobias; Brennan, Marie; Maguire, Meg; Smagorinsky, Peter; Ellis, Viv

• ISBN13: 9781474285537
• ISBN10: 1474285538
• Format: Hardcover
• Copyright: 2017-04-20
• Publisher: Bloomsbury Academic

Summary

Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, Chile, England, Finland, The Netherlands, Norway and South Africa to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education.

Author Biography

Tom Are Trippestad is Director of Centre for Educational Research at Bergen University College, Norway.
Anja Swennen is Researcher at VU University Amsterdam, The Netherlands.
Tobias Werler is Professor of Education at Bergen University College, Norway.

Table of Contents

Series Editors' Preface
Introduction: Reforms or Deforms? Tom Are Trippestad (Bergen University College, Norway), Anja Swennen (VU University Amsterdam, The Netherlands) and Tobias Werler (Bergen University College, Norway)
1. Struggling for the Soul of Teacher Education: A View from the Antipodes, Bill Green (Charles Sturt University, Australia), Jo-Anne Reid (Charles Sturt University, Australia) and Marie Brennan (Education at Victoria University, Australia)
2. Critical Factors of Reforms in Open Societies: The Visionary Position, Tom Are Trippestad (Bergen University College, Norway)
3. Reforming Teacher Education: 'Locating' the Policy Problem, Meg Maguire (King's College London, UK) and Rosalyn George (Goldsmiths, University of London, UK)
4. Teacher Educators Working for Social Justice: Professional and Research Demands in South Africa, Maureen Robinson (Stellenbosch University, South Africa)
5. Learning Sciences as Teacher Education Governance, Tobias Werler (Bergen University College, Norway)
6. Autonomy and the Teacher Education Curriculum: Perspectives from The Netherlands, Anja Swennen (VU University Amsterdam, The Netherlands) and Monique Volman (University of Amsterdam, The Netherlands)
7. Professional Preparation in Times of Change, Katharine Vincent (Institute of Education, University College London, UK) and Jacek Brant (Institute of Education, University College London, UK)
8. Secondary Initial Teacher Education: Learning Together in England and Finland, Paul Richard Dickinson (Leeds Trinity University, UK) and Jaana Ilona Silvennoinen (University of Helsinki, Finland)
9. Teacher Education in South America: A Problem or a Solution? Beatrice Avalos (University of Chile, Chile)
Conclusion: A Need for Teacher-Centered Reform? Tom Are Trippestad (Bergen University College, Norway), Anja Swennen (VU University Amsterdam, The Netherlands) and Tobias Werler (Bergen University College, Norway)
References
Index