The Struggle for Teacher Education: International Perspectives on Governance and Reforms

Description

Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, England, Finland, The Netherlands, Norway, South Africa and South America to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education’s authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education. Title Page Copyright Page Contents Figures and Tables Notes on Contributors Series Editors’ Foreword The Struggle for Teacher Education Introduction Waves of struggle within teacher education The first and second wave of teacher education reform The third wave: Teacher education as a problem Struggling with teacher education reforms – the chapters Struggle with a primacy of policy Struggle with practice policies Struggle of teacher educators in higher education Struggle with learning outcomes The struggle for the ‘good teacher’ Chapter 1 The Visionary Position: Critical Factors of Utopian Social Engineering in Education Reforms Management of objectives as a master idea of reform Kairos – a rhetorical perspective U – topos – the making of a visionary position Political holism Political-scientific governing regimes Science expansion and disciplinary specialization in teacher education Khronos – timing, rhythm and order of reform Problems as solutions Notes Chapter 2 Challenging Policy, Rethinking Practice: Struggling for the Soul of Teacher Education Introduction The struggle for teacher education Global teacher education reform: An Australian perspective The primacy of practice Conclusion: Ready to teach, or managing the soul? Notes Chapter 3 Reforming Teacher Education in England: Locating the ‘Policy’ Problem Introduction The ‘taken for grantedness’ of reforming teacher education – market forces The ‘taken for grantedness’ of reforming teacher education: Alternative providers and unexpected outcomes And the consumer of new forms of teacher education? Extrinsic motivators for choice Intrinsic rationale for pathway choice Discussion ‘Locating’ the policy problem? Chapter 4 Comparing Secondary Initial Teacher Education in England and Finland: Learning Together Introduction Comparison between England and Finland and models of Initial Teacher Education Material and method Exit surveys Helsinki University, Finland exit survey Semi-structured interviews Discussion Chapter 5 Teacher Education in South Africa: Teacher Educators Working for Social Justice Introduction: Towards improving the quality of education Policy reform in teacher education Teacher education qualifications framework Professional and academic expectations Socioinstitutional factors Conceptual considerations Strategic interventions Conclusion Note Chapter 6 Dutch Teacher Educators’ Struggles over Monopoly and Autonomy (1990–2010) Introduction Monopoly and autonomy of teacher educators, and the struggle for teacher education Context: Teacher education in the Netherlands Method Three struggles about the profession of teacher educators (1990–2010) Final remarks Chapter 7 Learning Sciences: Reconfiguring Authority in Teacher Education Introduction: Norwegian teacher education and pedagogikk Productivity and teacher education Pedagogical authority and teacher education Boundary work – analysing conceptual changes Learning sciences: replacing pedagogy Learning sciences: dissolution of national knowledge traditions Pedagogy in teacher education – lost in translation Notes Chapter 8 Teacher Education in South America: A Problem or a Solution?1 Introduction National educational contexts and school achievement Teachers and their preparation: Evidence from the TERCE study (OREALC/UNESCO, 2015b) Critical situations recognized as problem areas in the selected countries Concluding thoughts Notes Chapter 9 Teacher Education in England: Professional Preparation in Times of Change Introduction The good teacher and good teaching Teaching as a professional activity Initial Teacher Education and the role of university Principles of a successful Initial Teacher Education Programme Conclusions Notes Chapter 10 Reform as a State of Exception References Index