Download or read book Theoretical and Critical Perspectives on Teacher Change written by Phyllis Kahaney and published by Praeger. This book was released on 1993 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume establishes a dialogue between the theoretical and practical components of teaching, between the barriers that inhibit changes and the factors that help overcome those barriers. It presents theories that are already at the heart of modern educational practice and shows how these theories have been used by teachers and teacher trainers. The dialogue in this book takes place within, and is informed by, a multitude of disciplines including philosophy, communication studies, technology, composition, rhetoric, and education. The authors address the practical issues of their chosen theoretical perspectives and reflect on how those perspectives manifest themselves pedagogically. Each chapter is followed by a brief response that draws on the experiences and expertise of classroom teachers and theoreticians. As such, the dialogue between the theory and practice of change is delineated between the chapter authors and respondents.

Download or read book Theoretical and Critical Perspectives on Teacher Change written by Phyllis Kahaney and published by Praeger. This book was released on 1993 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume establishes a dialogue between the theoretical and practical components of teaching, between the barriers that inhibit changes and the factors that help overcome those barriers. It presents theories that are already at the heart of modern educational practice and shows how these theories have been used by teachers and teacher trainers. The dialogue in this book takes place within, and is informed by, a multitude of disciplines including philosophy, communication studies, technology, composition, rhetoric, and education. The authors address the practical issues of their chosen theoretical perspectives and reflect on how those perspectives manifest themselves pedagogically. Each chapter is followed by a brief response that draws on the experiences and expertise of classroom teachers and theoreticians. As such, the dialogue between the theory and practice of change is delineated between the chapter authors and respondents.

Download or read book Research Informed Teacher Learning written by Taylor & Francis Group and published by Routledge. This book was released on 2021-09-30 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management. This extends to meeting the needs and interests of different and diverse students and groups of students, mentoring student teachers and beginning teachers, and supporting experienced teachers, so they are all responsive to their local school-communities, thereby contributing to democratic schooling and the public good. The book mainly focuses on the professionals working in teaching and teacher education from pre-service training and development through early-mid career and into later stages of career mobility. It pinpoints the ways that practitioners need to be involved in the design and delivery of changing models of teacher education which helps in the development of their own professional activities at all levels of the teaching service. Dedicated to the late Professor Carey Philpott, the book takes his ideas forward, particularly in the current conjuncture when teacher learning is curtailed and constrained by power brokers, politicians and policy makers in various undemocratic ways. This book will be of great interest for academics and researchers in the fields of teacher education, educational policy and politics, and lifelong learning and development.

Download or read book Critical Perspectives on Teaching Learning and Leadership written by Mathew A. White and published by Springer Nature. This book was released on 2020-09-17 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the significant problems that can arise for pre-service teachers, teachers and school leaders who are unprepared for the complexities of 21st century teaching. It focuses on major factors impacting teacher preparation during an era of significant change, including student learning, academic growth, classroom practice, and the efficacy of teachers. In turn, the book considers crucial aspects that can enhance educational outcomes and investigates questions including what impact the changing nature of teachers’ work has on teacher preparation; how educators can evaluate blended learning; and what impact teachers have on learners. This book provides evidence-based approaches that can be used to achieve a positive impact on education and narrow the gap in contemporary and emerging global topics in education.

Download or read book Critical Encounters in Secondary English written by Deborah Appleman and published by Teachers College Press. This book was released on 2015-04-28 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University

Download or read book Becoming a Critical Educator written by Patricia H. Hinchey and published by Peter Lang. This book was released on 2004 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many American educators are all too familiar with disengaged students, disenfranchised teachers, sanitized and irrelevant curricula, inadequate support for the neediest schools and students, and the tyranny of standardizing testing. This text invites teachers and would-be teachers unhappy with such conditions to consider becoming critical educators - professionals dedicated to creating schools that genuinely provide equal opportunity for all children. Assuming little or no background in critical theory, chapters address several essential questions to help readers develop the understanding and resolve necessary to become change agents. Why do critical theorists say that education is always political? How do traditional and critical agendas for schools differ? Which agenda benefits whose children? What classroom and policy changes does critical practice require? What risks must change agents accept? Resources point readers toward opportunities to deepen their understanding beyond the limits of these pages.

Download or read book Rethinking 21st Century Diversity in Teacher Preparation K 12 Education and School Policy written by Suniti Sharma and published by Springer. This book was released on 2019-01-14 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers educators new understandings of 21st century diversity emerging from contemporary national events within the U.S., global movements, and changes in the world political order that have long-lasting impact on local education and call for rethinking traditional generalizations and empirical prescriptions for inclusivity in teaching and learning. The book expands the literature on teacher preparation and intercultural education by providing the educational community with critical perspectives, theoretical approaches, and research methodologies for educational inquiry responsive to diversity. Driven by changes in classroom diversity this book offers educators, researchers and policy makers a language for articulating complex differences in educational reform, policy and practice.

Download or read book Teaching to Change the World written by Jeannie Oakes and published by Routledge. This book was released on 2018-01-29 with total page 622 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching to Change the World is an up-to-the-moment, engaging, social justice-oriented introduction to education and teaching, and the challenges and opportunities they present. Both foundational and practical, the chapters are organized around conventional topics but in a way that consistently integrates a coherent story that explains why schools are as they are. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers’ role in addressing them. This thoroughly revised fifth edition remains a vital introduction to the profession for a new generation of teachers who seek to become purposeful, knowledgeable practitioners in our ever-changing educational landscape—for those teachers who see the potential for education to change the world. Features and Updates of the New Edition: • Fully updated Chapter 1, "The U.S. Schooling Dilemma," reflects our current state of education after the 2016 U.S. presidential election. • First-person observations from teachers, including first-year teachers, continue to offer vivid, authentic pictures of what teaching to change the world means and involves. • Additional coverage of the ongoing effects of Common Core highlights the heated public discourse around teaching and teachers, and charter schools. • Attention to diversity and inclusion is treated as integral to all chapters, woven throughout rather than tacked on as separate units. • "Digging Deeper" resources on the new companion website include concrete resources that current and future teachers can use in their classrooms. • "Tools for Critique" provides instructors and students questions, prompts, and activities aimed at encouraging classroom discussion and particularly engaging those students least familiar with the central tenets of social justice education.

Download or read book Transformative Pedagogies for Teacher Education written by Ann E. Lopez and published by IAP. This book was released on 2018-02-01 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Critical Race Theory in Teacher Education written by DaVonna L. Graham and published by Teachers College Press. This book was released on 2019-03-22 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume promotes the widespread application of Critical Race Theory (CRT) to better prepare K-12 teachers to bring an informed asset-based approach to teaching today's highly diverse populations. The text explores the tradition of CRT in teacher education and expands CRT into new contexts, including LatCrit, AsianCrit, TribalCrit, QueerCrit, and BlackCrit.

Download or read book Understanding Language Teaching written by B. Kumaravadivelu and published by Routledge. This book was released on 2006-04-21 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book traces the historical development of major language teaching methods in terms of theoretical principles and classroom procedures, and provides a critical evaluation of each. Drawing from seminal, foundational texts and from critical commentaries made by various scholars, Kumaravadivelu examines the profession's current transition from method to postmethod and, in the process, elucidates the relationship between theory, research, and practice. The chief objective is to help readers see the pattern that connects language, learning, teaching methods, and postmethod perspectives. In this book, Kumaravadivelu: *brings together a critical vision of L2 learning and teaching--a vision founded at once on historical development and contemporary thought; *connects findings of up-to-date research in L2 learning with issues in L2 teaching thus making the reader aware of the relationship between theory, research and practice; *presents language teaching methods within a coherent framework of language-, learner-, and learning-centered pedagogies, thus helping the reader to see how they are related to each other; *shows how the three categories of methods evolved historically leading ultimately (and inevitably) to the emergence of a postmethod condition; and *provides the reader with a solid background in several interconnected areas of L2 pedagogy, such as concepts of competence, input factors, intake processes, interactional modifications, and instructional design. Understanding Language Teaching: From Method to Postmethod is intended for an international audience of teacher educators, practicing teachers and graduate students, researchers, curriculum planners, and materials designers in the field of second and foreign language teaching.

Download or read book Language Culture and Teaching written by Sonia Nieto and published by Routledge. This book was released on 2017-09-01 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Designed for upper-undergraduate and graduate-level students and professional development courses, each chapter includes critical questions, classroom activities, and community activities suggesting projects beyond the classroom context. Language, Culture, and Teaching • explores how language and culture are connected to teaching and learning in educational settings; • examines the sociocultural and sociopolitical contexts of language and culture to understand how these contexts may affect student learning and achievement; • analyzes the implications of linguistic and cultural diversity for classroom practices, school reform, and educational equity; • encourages practicing and preservice teachers to reflect critically on their classroom practices, as well as on larger institutional policies related to linguistic and cultural diversity based on the above understandings; and • motivates teachers to understand their ethical and political responsibilities to work, together with their students, colleagues, and families, for more socially just classrooms, schools, and society. Changes in the Third Edition: This edition includes new and updated chapters, section introductions, critical questions, classroom and community activities, and resources, bringing it up-to-date in terms of recent educational policy issues and demographic changes in the U.S. and beyond. The new chapters reflect Nieto’s current thinking about the profession and society, especially about changes in the teaching profession, both positive and negative, since the publication of the second edition of this text.

Download or read book Reforming the Reform of Teacher Education written by Colette Alexander and published by . This book was released on 2016 with total page 315 pages. Available in PDF, EPUB and Kindle. Book excerpt: The reform of teacher education in Australia has been an issue of significant challenge to higher education providers in recent decades. The granting of autonomy to state-based teachers' colleges in 1972 heralded in a supposed era of autonomous university level teacher education as an exclusive model of teacher preparation. Subsequently, the context of teacher education has been in an almost constant cycle of political review and reform. Across the period of this study, 2010-2015, the pace of these cycles has increased to the point where the outworking of one review has not been completed before the next wave of actions are rolled out. One notable example being the release of the second iteration of the National Program Standards for initial teacher education courses in December 2015 (AITSL, 2015). Considering the length of an undergraduate initial teacher education course and the time taken in accrediting a course, the review and reform of the first iteration of the program standards, released for commencement in 2012, has come before any evidence of their usefulness could ever be collected. In the climate of review and regulation that has taken hold, the impact of political intervention on the processes and practices of teacher education is significant. The outworking of political review and reform is experienced by teacher education as change and continuity. While change and continuity are often described as externalised abstract conceptions, the thesis developed from this study has identified change and continuity as subjective, contextualised social processes. From this perspective, it is argued that change and continuity are the key means that individuals, institutions and organisations engage in seeking to improve or develop teacher education and its outcomes towards a preferred future. Given the multiplicity of voices consistently present in the practice of teacher education, the reform of teacher education through the outworking of change and continuity has always been a deeply political activity. As such, the core issue facing teacher educators is finding the space to be both heard and heeded amongst the cacophony of voices that have influence in political review and reform processes. A critical grounded theory methodology was designed for this study into the political practices surrounding the reform of teacher education. In doing so, it specifically employed two core purposes identified from the integration of critical theory with grounded theory. These were to; critically analyse the knowledge and power relations at work in the political practices of reform, and to consider emancipatory possibilities for teacher educators. With this in mind, the methods employed gave purposeful voice to teacher educators through historical texts written by and contemporary interviews conducted with teacher educators. Two substantive theoretical models emerged from the critical analysis of the data. These models highlighted the; nature of the social process of change and continuity evident in the historical context of teacher preparation in Australia, and importance of the local social context of change and continuity across contemporary international teacher education. The conclusions drawn from this study have used a comparative analytical process to theorise a social approach to change and continuity. The thesis presented is that the outworking of reform towards educationally justifiable outcomes is predicated upon the employment of educational voices in socially mediated decision-making processes. For social engagement in the political practices of reform to be successful, teacher educators need to foster carefully nuanced relationships, provide clear and purposeful communication, and maintain a positive psychological disposition. It is argued that the future of teacher education and its potential to impact the professionalisation of teachers is entirely dependent upon the capacity of teacher educators learning to productively occupy the space available for their voice in the political context of reform.

Download or read book Theories of School Psychology written by Kristy K. Kelly and published by Routledge. This book was released on 2020-11-11 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: Theories of School Psychology: Critical Perspectives describes the theories, frameworks, and conceptual models that underlie the science and practice of school psychology. Chapters provide an orientation to theories, frameworks, and conceptual models that address core school psychology domains along with application to common student, school, and system issues prevalent in the field. Promoting a deeper study of the fundamental processes and approaches in school psychology, this book advances the embedding of theories, frameworks, and models into the design and delivery of educational and psychological services for children, youth, families, and schools. Case vignettes, empirical evidence, and a broad emphasis on prevention and implementation science provide students and trainers with important information for problem-solving in research and in the field.

Download or read book Social Studies Teacher Education written by Christopher C. Martell and published by IAP. This book was released on 2017-10-01 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past decade, the world has experienced a major economic collapse, the increasing racial inequity and high-profile police killings of unarmed Black and Brown people, the persistence of global terrorism, a large-scale refugee crisis, and the negative impacts of global warming. In reaction to social instability, there are growing populist movements in the United States and across the world, which present major challenges for democracy. Concurrently, there has been a rise of grassroots political movements focused on increasing equity in relation to race, gender, class, sexual orientation, and religion. The role of social studies teachers in preparing the next generation of democratic citizens has never been more important, and the call for more social studies teacher educators to help teachers address these critical issues only gets louder. This volume examines how teacher educators are (or are not) supporting beginning and experienced social studies teachers in such turbulent times, and it offers suggestions for moving the field forward by better educating teachers to address growing local, national, and global concerns. In their chapters, authors in social studies education present research with implications for practice related to the following topics: race, gender, sexual orientation, immigration, religion, disciplinary literacy, global civics, and social justice. This book is guided by the following overarching questions: What can the research tell us about preparing and developing social studies teachers for an increasingly complex, interconnected, and rapidly changing world? How can we educate social studies teachers to “teach against the grain” (Cochran-Smith, 1991, 2001b), centering their work on social justice, social change, and social responsibility?

Download or read book Teaching the Practitioners of Care written by Nancy L. Diekelmann and published by University of Wisconsin Pres. This book was released on 2012-11 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contributors Nancy L. Diekelmann Karin Dahlberg Margaretha Ekebergh Pamela M. Ironside Kathryn Hopkins Kavanagh Melinda M. Swenson Sharon L. Sims Rosemary A. McEldowney Jan D. Sinnott

Download or read book Internationalizing Teacher Education for Social Justice written by JoAnn Phillion and published by IAP. This book was released on 2014-03-01 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice, editors Suniti Sharma, JoAnn Phillion, Jubin Rahatzad, and Hannah L. Sasser present a collection of personal, passionate, and participatory global perspectives of teacher educators on internationalizing teacher education for social justice. The reader will encounter each author’s personal and professional journey into global classrooms for internationalizing teacher education and supporting future teachers in developing competencies necessary for addressing the academic needs of diverse K-12 classrooms. This collection provides a broad, critical, and interpretive overview of shifts in U.S. and global perspectives to offer transformative frameworks and strategies on preparing K-12 teachers to meet the complex demands for skills in the twenty-first century. The global tenor of this book, framed by theory, research, and practice spanning several countries provides a timely contribution to internationalizing teacher education for social justice in the twenty-first century. The authors’ dedication to preparing teachers who have knowledge of world cultures and global issues, combined with a deep commitment to social justice for promoting equity in education, informs each chapter. The authors take up the internationalization of teacher education for social justice as both an opportunity and a challenge, transcending rhetoric to meaningful action, situating their global understanding to inform readers of critical engagement with, and examination of, theory, research, and practice for effecting social and educational change.