Teacher Education Reform and Preservice Teacher Assessment: Representations of Teachers and Initial Teacher Education in News Media

2021 ◽  
pp. 59-77
Author(s):  
Elizabeth Heck
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Preservice Teacher ◽  
News Media ◽  
Teacher Assessment ◽  
Initial Teacher Education ◽  
Teacher Education Reform

Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform

2020 ◽  
Vol 72 (1) ◽  
pp. 86-99 ◽  
Author(s):  
Lily Orland-Barak ◽  
Jian Wang
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Reform ◽  
Preservice Teacher ◽  
Student Teaching ◽  
Integrated Approach ◽  
Learning To Teach ◽  
Teacher Education Programs ◽  
Teacher Mentoring ◽  
Teacher Education Reform

Preservice teacher education programs worldwide are increasingly becoming field based with student teaching as the capstone experience for preservice teacher learning in the program. Consequently, mentor teachers at field-placement program schools are bestowed with new and unique functions to support preservice teachers’ learning to teach, which calls for new conceptualizations of teacher mentoring approaches. This article critically examines the theoretical underpinnings of four existing approaches to teacher mentoring during student teaching, analyzes the focuses and practices associated with each approach, and identifies the major challenges that each approach faces in guiding preservice teachers to learn to teach as expected by the field based teacher education reforms. Finally, it proposes an integrated approach to teacher mentoring for field-based teacher education that transcends the four existing teacher mentoring approaches.

scholarly journals Accountability and Initial Teacher Education Reform: A Perspective from Abroad

2020 ◽  
Vol 22 (1) ◽  
pp. 61-83
Author(s):  
Marilyn Cochran-Smith
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
The United States ◽  
Initial Teacher Education ◽  
Teacher Education Reform ◽  
The Us ◽  
Current Reform ◽  
The Impact ◽  
International Teacher ◽  
Accountability Initiatives

This article focuses on accountability as a tool for teacher education reform. The article is based on my experience as a teacher education scholar and practitioner over the last 40 years and especially on analyses of teacher preparation accountability in the United States, recently conducted by Project TEER (Teacher Education and Education Reform), a group of teacher education practitioners, researchers, and scholars at Boston College. The members of the group were united by a growing concern about the direction education reform was taking and the impact it was having on teacher education in the US and by a commitment to equity for all the students served in the nation's schools. For five years, we tracked US teacher education reform, concentrating on the major accountability initiatives that were shaping the field. This work culminated in the book, Reclaiming Accountability in Teacher Education (Cochran-Smith et al., 2018). Drawing on this work and on my experience in the national and international teacher education communities, this article has three purposes: to present a framework for unpacking accountability policies related to initial teacher education; to use that framework to describe briefly the dominant accountability paradigm in the US as well as an alternative to the dominant paradigm –democratic accountability in teacher education; and finally, to use ideas from the framework and from our US analyses to comment on the current reform of initial teacher education in Wales.

Sign in / Sign up

Export Citation Format

Share Document