scholarly journals Making Education Law Meaningful to Beginning Teachers: A Narrative Inquiry

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Julian Kitchen
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Beginning Teachers ◽  
Narrative Inquiry ◽  
Teacher Educator ◽  
Three Dimensional ◽  
Education Law ◽  
Teacher Education Reform ◽  
Contested Spaces ◽  
Constructivist Education

Teacher education classes are contested spaces.  Professors interested in reforming content, pedagogy and assessment must wrestle with their own internal tensions and the culture of their institutions in order to make a difference.  In this paper, a teacher educator uses narrative inquiry to frame his efforts to become a constructivist professor of education law.  Critical tensions are examined using a three-dimensional narrative inquiry space: looking inward, outward, backward, and forward.  Critical reflections, written over several years, are used to situate the tensions experienced in this case into the broader context of the author’s career journey.Keywords: teacher education; reform; narrative inquiry; constructivist; education law

scholarly journals Advancing Teacher Education through Faculty Development

2009 ◽  
Vol 19 (1) ◽  
Author(s):  
Julian Kitchen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Faculty Development ◽  
Education Reform ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Effective Teacher ◽  
Teacher Education Reform ◽  
The North ◽  
Body Of Knowledge

In light of a growing body of knowledge on effective teacher education practices and programs, more attention needs to be given to faculty development as a means of reforming teacher education. After identifying key themes in the North American teacher education reform literature since the 1980’s, the author identifies some of the challenges to the professionalization of both clinical faculty and professors of education. The paper concludes with the identification of four possible components of a pan-Canadian program of professional development for teacher educators: initial teacher educator preparation; ongoing professional development; practitioner research by teacher educators; and disseminating teacher education research and reforms.

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 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
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