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This book addresses two main questions, namely how to prepare high-quality teachers in the 21st century and how the East and the West can learn from each other. It addresses the different challenges and dilemmas that eastern countries, especially China, and western countries are facing with regard to teacher education. We explore the question by examining teacher education research, practice and policy in different countries, identifying both common problems and country-specific challenges. We then try to find valuable experiences, theories and practice which can solve specific problems in the process of teacher education, also addressing how local and global factors impact it. In this regard, our approach does not strictly separate pre-service teacher education from teachers’ in-service professional development, adopting an integrative perspective. Further, we believe the respective social and cultural contexts must also be taken into account. Lastly, we call for teachers’ knowledge and individual character traits to be accounted for in the education of high-quality teachers.

Constructivism (Education). --- Teachers -- In-service training. --- Teachers -- Training of -- Curricula. --- Teachers -- Training of. --- Education --- Social Sciences --- Theory & Practice of Education --- Teachers --- Teaching --- Training of --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Teaching. --- Education and sociology. --- Sociology, Educational. --- Teaching and Teacher Education. --- Professional & Vocational Education. --- Educational Policy and Politics. --- Sociology of Education. --- Instructional systems --- Pedagogical content knowledge --- Training --- School employees --- Professional education. --- Vocational education. --- Education and state. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Aims and objectives --- Government policy

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This volume examines the multiple meanings of the term community in relation to teacher education research from an international perspective and present examples of exemplary work that represent different strands of community-focused and community-based teacher education. As well as laying out and clarifying the landscape of existing work on including communities in teacher education, Ken Zeichner argues for a view of teacher education in which existing power hierarchies are disrupted and in which parents/carers, families and local communities play central roles in the preparation of teachers and teacher educators. He also argues for a vision of teaching that includes instruction, curriculum development, and community participation. He explores the links between equity and justice in education in schools in marginalized communities and shows how decolonial approaches to teacher education that access community expertise can help shift power relations resulting in culturally sustaining and revitalizing forms of education.

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Teachers --- Training of --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Education --- School employees --- Educators --- -Teachers --- Teachers - Training of - United States

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This landmark volume presents the work of the American Educational Research Association's Panel on Research and Teacher Education. It represents a systematic effort to apply a common set of scholarly lenses to a range of important topics in teacher education. The Panel's charge was twofold: *to create for the larger educational research community a thorough, rigorous, and even-handed analysis of the empirical research evidence relevant to major policies and practices in pre-service teacher education in the U.S., and *to propose a research agenda related to teacher education that builds on what is already known and that identifies the research directions that are most promising for the future. Members of the Panel were appointed from various sectors of the educational research community and with different areas of expertise, including teacher education, policy, assessment, research design and methods, liberal arts, multicultural education, and school reform. Building on their diverse perspectives, they ably translated their charge into a series of questions that became the framework for this volume. The questions illuminate many of the issues that have been most contested in past and current discourse about teacher education reform. 'Studying Teacher Education' examines research about the current pool of prospective and entering teachers and about local, institutional, state, and federal preservice teacher education policies and practices. The book includes three general chapters and nine research syntheses. *The AERA Panel on Research and Teacher Education: Context and Goals *Researching Teacher Education in Changing Times: Politics and Paradigms *Teacher Characteristics: Research on the Demographic Profile *Teacher Characteristics: Research on the Indicators of Quality *Research on the Effects of Coursework in the Arts and Sciences and in the Foundations of Education *Research on Methods Courses and Field Experiences *Research on Pedagogical Approaches in Teache

Teacher education. Teacher's profession --- United States --- Education --- Teachers --- #PBIB:2005.4 --- Research --- Training of --- Lerarenopleiding --- algemeen. --- Algemeen. --- United States of America

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