scholarly journals Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners

2019 ◽  
Vol 43 (1) ◽  
pp. 68-105 ◽  
Author(s):  
Katrina Liu ◽  
Arnetha F. Ball
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Critical Reflection ◽  
Linguistic Diversity ◽  
Diverse Learners ◽  
Teacher Education Programs ◽  
Teacher Education Reform ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Racial Ethnic

This chapter provides a critical and synthesizing review of the literature on issues related to preparing teachers for diverse learners from historical and theoretical standpoints, reviewing more than 50 years of calls for teacher education reform and efforts to prepare White teachers and teachers of color for racial, ethnic, and linguistic diversity in schools and communities. It finds that the limited success of such efforts is the result of policy changes that overemphasize recruitment and underemphasize retention, and calls for restructuring teacher education programs and research that focuses on critical reflection and generativity that can lead to transformative practices in the classroom. The authors argue for a (re)new(ed) emphasis on community-based teacher preparation grounded in critical reflection and generativity, which facilitates and promotes transformative teacher education that prepares teachers to teach diverse student populations.

The Policy Context for the Evolution of Teacher Education Reform in New Jersey

2017 ◽  
Vol 119 (14) ◽  
pp. 1-64
Author(s):  
Gary Natriello
Keyword(s):  
Teacher Education ◽  
New Jersey ◽  
Education Reform ◽  
Quality Of Education ◽  
Teacher Education Programs ◽  
Teacher Education Reform ◽  
Policy Context ◽  
Three Stages ◽  
General Concern

This article examines the genesis of the New Jersey Provisional Teacher Program, also known as the New Jersey Alternate Route Program, in three stages. First, the motivation to consider alternative ways of recruiting and preparing teachers for New Jersey schools began with general concern about the quality of education in the state and soon moved to consideration of means of strengthening teachers and teacher education. Second, the interest in improving the preparation of teachers led directly to changes in the regulations governing college-based teacher education programs. Third, the principles that were first applied to the reform of college-based programs were then adopted to structure and regulate an alternative route to teaching and the Provisional Teacher Program.

scholarly journals Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education

2017 ◽  
Vol 8 (1) ◽  
pp. 9 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Cultural Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
Qualified Teachers ◽  
Diverse Student Populations ◽  
Instructional Context ◽  
Diverse Student

This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum, content, and practicum in traditional teacher education programs in addressing cultural knowledge and competence of preparing pre-service teachers in a multicultural society. Drawing from implications from community-based teacher education, this paper proposed several suggested strategies to reform traditional teacher education programs to meet the needs from multicultural and multiracial student populations and instructional context. 

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 Teacher Education Reform Within University Special Education Programs

2017 ◽  
Vol 38 (5) ◽  
Author(s):  
Regina Sapona ◽  
Jerry Etienne ◽  
Anne Bauer ◽  
Ann E. Fordon ◽  
Lawrence J. Johnson ◽  
...  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Reform ◽  
Education Programs ◽  
Teacher Education Reform ◽  
Special Education Programs

scholarly journals ADVISING FUTURE TEACHERS IN AN ERA OF EDUCATIONAL REFORM

1987 ◽  
Vol 7 (1) ◽  
pp. 73-82
Author(s):  
Martha McMillian
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Educational Reform ◽  
Reform Movement ◽  
Teacher Education Programs ◽  
Academic Advisors ◽  
Future Teachers ◽  
Education Programs ◽  
The Status

Academic advisors and counselors of future teachers can have a great impact on the status of education and its reform by attracting top-notch students into the field and by providing encouragement to those who select teaching as their career. Consequently, advising in teacher education programs should elicit top priority in funding and rewards. In this article, several suggestions are outlined for teacher education advisors who wish to become leaders in the education reform movement and who are concerned about dealing more effectively with students entering the profession of teaching.

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