In this selection of his work from 1991-2008, Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society.
In this selection of his work from 1991-2008, Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society.
______________________________________________________________________________ Kenneth M. Zeichner is Hoefs-Bascom Professor of Teacher Education, and Associate Dean, School of Education, University of Wisconsin-Madison.
Inhaltsangabe
Foreword, Michael W. Apple Preface Acknowledgements 1. The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 2. Educating Teachers for Social Justice, Ken Zeichner and Ryan Flessner 3. Professional Development Schools in a Culture of Evidence and Accountability 4. Action Research as a Strategy for Preparing Teachers to Work for Greater Social Justice: A Case Study from the United States 5. Action Research: Personal Renewal and Social Reconstruction 6. Action Research in Teacher Education as a Force for Greater Social Justice 7. Beyond the Divide of Teacher Research and Academic Research 8. Connecting Genuine Teacher Development to the Struggle for Social Justice 9. Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools 10. Reflections of a University-Based Teacher Educator on the Future of College- and University-Based Teacher Education
Foreword, Michael W. Apple Preface Acknowledgements 1. The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 2. Educating Teachers for Social Justice, Ken Zeichner and Ryan Flessner 3. Professional Development Schools in a Culture of Evidence and Accountability 4. Action Research as a Strategy for Preparing Teachers to Work for Greater Social Justice: A Case Study from the United States 5. Action Research: Personal Renewal and Social Reconstruction 6. Action Research in Teacher Education as a Force for Greater Social Justice 7. Beyond the Divide of Teacher Research and Academic Research 8. Connecting Genuine Teacher Development to the Struggle for Social Justice 9. Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools 10. Reflections of a University-Based Teacher Educator on the Future of College- and University-Based Teacher Education
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