This collection brings together international teacher educators to employ a 'long view' of an historic and values-based dialectic in teacher education.
This collection brings together international teacher educators to employ a 'long view' of an historic and values-based dialectic in teacher education.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Nick Mead was formerly head of the Department of Leadership and Professional Education and is now Associate Lecturer in Education at Oxford Brookes University, UK.
Inhaltsangabe
1 Introduction - The role of history of education methodology in addressing the development of values in teacher education Part One - the European Context: the impact of the demise of social democratic values on the development of values in teacher education 2 Beginnings: Values in teacher education in an era of social democracy in England 3 The Italian debate about the role of teacher and teacher education, a long dialectic between two opposing conceptions: educational intellectual or cultural employee 4 The educational ideals of Spanish schoolteachers: training, professional tensions and future uncertainties Part Two - the American context: teacher educators who counter the neo-liberal accountability era by nurturing the values of long-term teacher researchers 5 The positive power of negative capability: long-term teacher researchers in the United States Part Three - The South African post-conflict context: reproductive or transformative values in teacher education? 6 Teacher Education, values and transformation: an analysis of the longue durée of the process of learning to teach in South Africa Part Four - The Japanese context: the implications of the depoliticization of education for teacher development in a neo-liberal era 7 Shifting values in education and teacher development in Japan Conclusion 8 Conclusion - re-connecting the dialectic: implications of the 'long view' for the collaborative work of international teacher educators and their students
1 Introduction - The role of history of education methodology in addressing the development of values in teacher education Part One - the European Context: the impact of the demise of social democratic values on the development of values in teacher education 2 Beginnings: Values in teacher education in an era of social democracy in England 3 The Italian debate about the role of teacher and teacher education, a long dialectic between two opposing conceptions: educational intellectual or cultural employee 4 The educational ideals of Spanish schoolteachers: training, professional tensions and future uncertainties Part Two - the American context: teacher educators who counter the neo-liberal accountability era by nurturing the values of long-term teacher researchers 5 The positive power of negative capability: long-term teacher researchers in the United States Part Three - The South African post-conflict context: reproductive or transformative values in teacher education? 6 Teacher Education, values and transformation: an analysis of the longue durée of the process of learning to teach in South Africa Part Four - The Japanese context: the implications of the depoliticization of education for teacher development in a neo-liberal era 7 Shifting values in education and teacher development in Japan Conclusion 8 Conclusion - re-connecting the dialectic: implications of the 'long view' for the collaborative work of international teacher educators and their students
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