Learning to Teach in England and the United States studies the evolution of initial teacher education by considering some of the current approaches in England and the United States. Presenting empirical evidence from these two distinct political and historical contexts, the chapters of this thought-provoking volume illustrate the tensions involved in preparing teachers who are working in ever-changing environments.
Learning to Teach in England and the United States studies the evolution of initial teacher education by considering some of the current approaches in England and the United States. Presenting empirical evidence from these two distinct political and historical contexts, the chapters of this thought-provoking volume illustrate the tensions involved in preparing teachers who are working in ever-changing environments.
Maria Teresa Tatto is Professor in the Division of Educational Leadership and Innovation at Arizona State University, and the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers College. Katharine Burn is an Associate Professor of Education at the University of Oxford and Director of the Oxford Education Deanery. Ian Menter is Emeritus Professor of Teacher Education at the University of Oxford and a Fellow of the Academy of Social Sciences. Trevor Mutton is an Associate Professor at the University of Oxford where he is the Director of Professional Programmes. Ian Thompson is an Associate Professor of Education at the University of Oxford where he is the lead English curriculum tutor on the PGCE course.
Inhaltsangabe
Contents Foreword Preface Acknowledgements Abbreviations Authors' Biographies Section I: Learning to Teach: Theory, Methods and Contexts 1. Introduction and Background 2. A Sociocultural Framework and Methods for the Analysis of Teacher Education Policy and Practice in England and the United States 3. The Policy Landscapes for Teacher Education in England and the United States 4. Teacher Education Programmes as Settings for Learning to Teach: Responses to Policy and Social Pressures in England and in the United States 5. Schools as Settings for Learning to Teach: Responses to Policy and Social Pressures in England and the United States Section II: Case Studies of Learning to Teach in Specific Contexts 6. Selection of the Case Studies 7. Cases of Alignment at the Meso-level of Institutions (Schools and HEI) and at the Micro-level of the Individual 8. Cases of Alignment at the Meso-level of Institutions, with a High Degree of Tension or Contradiction at the Micro-level of the Individual 9. Cases of Unacknowledged Contradictions at the Meso-level of Institutions which Result in Low Levels of Support or Challenge at the Micro-level of the Individual 10. Cases of Alignment between the Micro-level of the Individual and the Meso-level of the School (but not with HEI) 11. Cases of Alignment between the Micro-level of the Individual and the Meso-level of the HEI (but not with the School) 12. The Significance of Alignments in Initial Teacher Education Section III: Comparing Trends, Contradictions and Future Trajectories 13. Policy and Practice in England and the United States: Comparing Trends and Contradictions in Teacher Education 14. The Future of Teacher Education in England and the United States Index
Contents Foreword Preface Acknowledgements Abbreviations Authors' Biographies Section I: Learning to Teach: Theory, Methods and Contexts 1. Introduction and Background 2. A Sociocultural Framework and Methods for the Analysis of Teacher Education Policy and Practice in England and the United States 3. The Policy Landscapes for Teacher Education in England and the United States 4. Teacher Education Programmes as Settings for Learning to Teach: Responses to Policy and Social Pressures in England and in the United States 5. Schools as Settings for Learning to Teach: Responses to Policy and Social Pressures in England and the United States Section II: Case Studies of Learning to Teach in Specific Contexts 6. Selection of the Case Studies 7. Cases of Alignment at the Meso-level of Institutions (Schools and HEI) and at the Micro-level of the Individual 8. Cases of Alignment at the Meso-level of Institutions, with a High Degree of Tension or Contradiction at the Micro-level of the Individual 9. Cases of Unacknowledged Contradictions at the Meso-level of Institutions which Result in Low Levels of Support or Challenge at the Micro-level of the Individual 10. Cases of Alignment between the Micro-level of the Individual and the Meso-level of the School (but not with HEI) 11. Cases of Alignment between the Micro-level of the Individual and the Meso-level of the HEI (but not with the School) 12. The Significance of Alignments in Initial Teacher Education Section III: Comparing Trends, Contradictions and Future Trajectories 13. Policy and Practice in England and the United States: Comparing Trends and Contradictions in Teacher Education 14. The Future of Teacher Education in England and the United States Index
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