Transforming teacher education : reconfiguring the academic work / by Viv Ellis and Jane McNicholl.

By: Ellis, Viv, 1965-
Contributor(s): McNicholl, Jane
Language: English Publisher: London ; New York : Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2015Description: xii, 175 pages ; 24 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9781472507204 (paperback); 9781472508843 (hb)Subject(s): College teachers -- Training of -- Great Britain | College teachers -- In-service training -- Great Britain | College teachers -- Training of -- England | College teachers -- In-service training -- England | EDUCATION / Professional DevelopmentDDC classification: 378.1/20941 LOC classification: LB1738 | .E45 2015Other classification: EDU046000 Online resources: Cover image
Contents:
Preface -- Acknowledgements -- Introduction: Transforming Teacher Education -- 1. Teacher Education as a Policy Problem -- 2. Teacher Education as Academic Work -- 3. Teacher Educators at Work: The Division of Labour -- 4. Teacher Educators at Work: Narratives of Experience -- 5. Teacher Educators, Proletarianization and the Discipline of Education -- 6. Public Universities and the Profession of Teaching: Towards an Agenda for Transformation -- Bibliography -- Index
Summary: "Teacher education has a central role in the improvement of educational systems around the world but what do the teacher educators in universities and colleges actually do? Day-to-day, how do they support the learning and development of the thousands of new teachers we need every year? And why does this matter? Drawing on recent research by the authors, situated in the growing international literature, Transforming Teacher Education puts these questions in cultural and historical context and offers a practical answer in the form of an original agenda for the transformation of current conditions in teacher education with future designs for practice. Viv Ellis and Jane McNicholl argue that the academic work of teacher education needs to be reconfigured in order to stimulate the renewal of the profession of teaching and to develop new modes of educational research that will have impact on practice as well as building the discipline of Education within the universities. They offer suggestions for future designs for teacher education, drawing not only on the latest research in teacher learning and development but from across the social sciences"-- Provided by publisher.
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SUBJECT REFERENCE 		370.711 El596 2015 (Browse shelf) Available CITU-CL-48061
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Viv Ellis is Professor of Educational Leadership and Teacher Development at King's College, UK and a Visiting Professor at Bergen University College, Norway.

ane McNicholl is Associate Professor of Science Education at the University of Oxford, UK.

Includes bibliographical references (pages 153-167) and index.

Preface -- Acknowledgements -- Introduction: Transforming Teacher Education -- 1. Teacher Education as a Policy Problem -- 2. Teacher Education as Academic Work -- 3. Teacher Educators at Work: The Division of Labour -- 4. Teacher Educators at Work: Narratives of Experience -- 5. Teacher Educators, Proletarianization and the Discipline of Education -- 6. Public Universities and the Profession of Teaching: Towards an Agenda for Transformation -- Bibliography -- Index

"Teacher education has a central role in the improvement of educational systems around the world but what do the teacher educators in universities and colleges actually do? Day-to-day, how do they support the learning and development of the thousands of new teachers we need every year? And why does this matter? Drawing on recent research by the authors, situated in the growing international literature, Transforming Teacher Education puts these questions in cultural and historical context and offers a practical answer in the form of an original agenda for the transformation of current conditions in teacher education with future designs for practice. Viv Ellis and Jane McNicholl argue that the academic work of teacher education needs to be reconfigured in order to stimulate the renewal of the profession of teaching and to develop new modes of educational research that will have impact on practice as well as building the discipline of Education within the universities. They offer suggestions for future designs for teacher education, drawing not only on the latest research in teacher learning and development but from across the social sciences"-- Provided by publisher.

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