Knowledge, Policy and Practice in Teacher Education: A Cross-National Study by P

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Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire.Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country:What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years?What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories?What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education?Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Author Biography

Maria Teresa Tatto is Southwest Borderlands Professor of Comparative Education in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University, USA. She is also Visiting Professor at Bath Spa University, UK, and Editor of Education Policy Analysis Archives.Ian Menter is Emeritus Professor of Teacher Education at the University of Oxford, UK. He is also a Senior Research Associate in the Institute of Psychology and Education, Kazan Federal University, Russia.

Table of Contents

Notes on ContributorsAcknowledgementsForeword, Felice J. Levine and Liesel EbersöhnPart I: Setting the Scene 1. Understanding Teacher Education Policy and Practice Cross-Nationally, Maria Teresa Tatto and Ian Menter 2. The Significance of Teacher Education, Maria Teresa Tatto and Ian Menter Part II: Country Cases 3. Knowledge, Policy and Practice in Learning Teaching in Australia, Diane Mayer 4. Learning to Teach in the Czech Republic: Reviewing Policy and Research Trends, Jarmila Novotná 5. Learning to Teach in England: Reviewing Policy and Research Trends, Ian Menter, Trevor Mutton and Katharine Burn 6. Learning to Teach in Finland: Historical Contingency and Professional Autonomy, Janne Säntti and Jaakko Kauko7. Learning to Teach in Hong Kong, Yuefeng Zhang 8. Learning to Teach in Israel: Reviewing Policy and Research Trends, Smadar Donitsa-Schmidt and Ruth Zuzovsky9. Learning to Teach in Italy: Reviewing Policy and Research Trends, Monica E. Mincu 10. How Teachers Learn to Teach: The Impact of Teacher Reforms in Japan, Gerald LeTendre and Sakiko Ikoma 11. Institutional Transformations, Knowledge and Research Traditions in Teacher Education in Mexico: A Review, Maria Teresa Tatto and Ivet Parra-Gaete12. Learning to Teach in Russia: A Review of Policy and Empirical Research, Roza A. Valeeva and Aydar M. Kalimullin 13. The Trajectory of Teacher Education in South Korea: A Review of Policy and Research, James Pippin and Eunjung Jin14. Institutional Transformations, Knowledge and Research Traditions in US Teacher Education, Maria Teresa Tatto and Christopher M. Clark Part III: Emergent Themes 15 Professional Knowledge and Theories of Teaching and Learning, Maria Teresa Tatto 16 The Interaction of Global and National Influences, Ian Menter17 What Future for Teacher Education?, Ian Menter and Maria Teresa TattoIndex

Promotional

Considers effective approaches to initial teacher learning by comparing policy across 12 countries, with careful attention to context, bringing together historical, theoretical, and empirical work

Promotional "Headline"

Considers effective approaches to initial teacher learning by comparing policy across 12 countries, with careful attention to context, bringing together historical, theoretical, and empirical work

Feature

Explores different conceptions of knowledge across the contexts of teacher learning and its interaction with what individuals bring with them as they are initiated into teaching

Details ISBN1350178993 Short Title Knowledge, Policy and Practice in Teacher Education Pages 328 Language English Year 2020 ISBN-10 1350178993 ISBN-13 9781350178991 Format Paperback Subtitle A Cross-National Study DEWEY 370.711 Imprint Bloomsbury Academic UK Release Date 2020-08-20 Place of Publication London Country of Publication United Kingdom Illustrations 10 bw illus NZ Release Date 2020-08-20 Author Professor Ian Menter Publisher Bloomsbury Publishing PLC Publication Date 2020-08-20 Edited by Ian Menter Audience Tertiary & Higher Education AU Release Date 2020-08-19 We've got this

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