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This book brings together papers written by a number of experienced international academics who share a passion for promoting research-informed, high-quality pre-service and in-service teacher education that makes a positive difference to the lives of teachers and those of their students.
This book brings together papers written by a number of experienced international academics who share a passion for promoting research-informed, high-quality pre-service and in-service teacher education that makes a positive difference to the lives of teachers and those of their students.
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Christopher Day is Professor of Education and Member of the Centre for Research on Educational Leadership and Management (CRELM), University of Nottingham, UK. He is also Professor of Educational Leadership at the University of Sydney, Australia, and Chair Professor of Educational Leadership at Beijing Normal University, China.
Inhaltsangabe
Introduction: Policy, teacher education and the quality of teachers and teaching
Christopher Day
1. Empathy, teaching dispositions, social justice and teacher education
Robert V. Bullough Jr
2. Pedagogical reasoning: the foundation of the professional knowledge of teaching
John Loughran
3. Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice
Auli Toom, Mikko Tiilikainen, Lauri Heikonen, Äli Leijen, Juanjo Mena and Jukka Husu
4. Teachers and teaching in China: a critical reflection
Leslie N.K. Lo
5. The Universities and initial teacher education; challenging the discourse of derision. The case of Wales
John Furlong
6. Changing policy contexts and teachers´ work-life narratives: the case of Estonian vocational teachers
Ivor F. Goodson and Meril Ümarik
7. Teacher collaboration: 30 years of research on its nature, forms, limitations and effects
