scholarly journals Equity-Oriented Teacher Education: Introduction to the Special Issue

2021 ◽  
Vol 3 (3) ◽  
pp. 323-325
Author(s):  
Liao Wei
Keyword(s):  
Teacher Education ◽  
Special Issue

scholarly journals Contemporary Teacher Education: A Global Perspective-Introduction to a Special Collection of Research

2021 ◽  
Vol 11 (7) ◽  
pp. 340
Author(s):  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Global Perspective ◽  
Special Issue ◽  
The World ◽  
Special Collection

This special issue on “Contemporary Teacher Education: A Global Perspective” contains eleven articles focused on varied current topics in teacher education all over the world [...]

Afterword: The Need to Re-Balance Our Portfolio of Education Means and Ends

2020 ◽  
Vol 122 (4) ◽  
pp. 1-15
Author(s):  
Margaret Smith Crocco
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Preparation ◽  
The United States ◽  
Reform Movements ◽  
Special Issue ◽  
Means And Ends ◽  
Historical Moment

The author responds to several themes that emerge across the articles in the special issue, considering them in light of contexts of schooling, teacher education, and the contemporary historical moment in the United States. The articles raise salient concerns about what the reform movements of the last twenty or so years have meant for scholars, practitioners, and students who are involved in schooling and teacher preparation.

scholarly journals Re-forming Initial Teacher Education in Wales: A Personal Review of the Literature

2020 ◽  
Vol 22 (1) ◽  
pp. 38-59
Author(s):  
John Furlong
Keyword(s):  
Teacher Education ◽  
Research Evidence ◽  
Initial Teacher Education ◽  
Reform Process ◽  
Review Of The Literature ◽  
Special Issue ◽  
Close Collaboration ◽  
New Approach ◽  
Partner Schools

The focus of this special issue is the changes to Initial Teacher Education (ITE) that have been instituted in Wales over the last two years. At the heart of the new approach is the insistence that in the future all programmes of ITE should be planned, led and delivered not by universities alone, but by universities working in close collaboration with a number of partner schools. But what is the justification for these radical changes? Why is a collaborative approach between universities and schools needed? This paper, which takes the form of a personal literature review, sets out the research evidence on which I drew in contributing the reform process. It considers evidence on three issues: the role of schools; the role of universities; and the ways in which they can effectively work together.

Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion

2021 ◽  
Vol 35 (2-3) ◽  
pp. 209-214
Author(s):  
Frank Fischer
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Problem Solving ◽  
Educational Research ◽  
Information Sources ◽  
Research Evidence ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Special Issue ◽  
The Individual

Abstract. This discussion first highlights novel aspects that the individual articles contribute to the special issue on (future) teachers' choice, use, and evaluation of (non-)scientific information sources about educational topics. Among these highlights are the conceptualizations of epistemic goals and the type of pedagogical task as moderators of the selection and use of scientific evidence. The second part raises overarching questions, including the following: How inclusive do we want the concept of evidence to be? How should teachers use research evidence in their pedagogical problem-solving and decision-making? To what extent is multidisciplinary teacher education contributing to epistemological confusion, possibly leading to (pre-service) teachers' low appreciation of educational research?

#Playrevolution: Engaging Equity through the Power of Play

2021 ◽  
Vol 123 (3) ◽  
pp. 1-7
Author(s):  
Jaye Johnson Thiel ◽  
Karen Wohlwend
Keyword(s):  
United States ◽  
Teacher Education ◽  
High Schools ◽  
Video Games ◽  
Educational Equity ◽  
Rapid Change ◽  
The United States ◽  
Theory And Practice ◽  
Special Issue ◽  
Education Courses

This special issue continues a two-year conversation about a #playrevolution in literacies research, theory, and practice. The juxtaposition of play and revolution is intentional, highlighting the tension between play's prosocial benefits and collaborative production and the rapid change, uncertainty, and violence in today's schools, where we desperately need more humanizing elements that build people's connections to one another. The #playrevolution calls educators and researchers to explore the (un)predictable, (un)expected knots emerging through the coalescence of play and literacies, while also considering the possibilities play holds for educational equity in contemporary times. Bringing together twelve educational researchers across the United States, Canada, and Australia, this #playrevolution special issue explores the lively ecology of play-literacies in a variety of spaces—traditional writing and storytelling workshops, digital dialogues, video games, teacher-education courses, makerspaces, and playgrounds—with learners from preschools and kindergartens to high schools and universities.

Design Thinking for Challenges and Change in K–12 and Teacher Education

2020 ◽  
pp. 155545892097546
Author(s):  
Michele Parker ◽  
Laura Cruz ◽  
Daniela Gachago ◽  
Jolanda Morkel
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Design Thinking ◽  
Special Issue ◽  
Collaborative Decision Making ◽  
The Real ◽  
Multiple Voices ◽  
Real Change ◽  
K 12 ◽  
Collaborative Decision

Common to all the cases included in this special issue, we observed a degree of collaborative decision-making that is human-centered and shows empathy. Through it, multiple voices are acknowledged and heard. These cases demonstrate the beginning of a process of contextualization of Design Thinking in K–12 and teacher education. We hope that this special issue will prompt conversations to explore and critique the possibilities and imagine the real change that it might bring.

Knowledge and Teaching:Foundations of the New Reform

1987 ◽  
Vol 57 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Lee Shulman
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Educational Reform ◽  
Special Issue ◽  
Pedagogical Reasoning ◽  
The Past ◽  
Teaching Reform ◽  
Growing Body ◽  
Current Reform ◽  
Research And Policy

Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching?In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated. This article was selected for the November 1986 special issue on "Teachers, Teaching,and Teacher Education," but appears here because of the exigencies of publishing.

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