Read more
This book suggests that traditional teacher education programs must deeply reflect on solidifying the place, power, and necessity of its purpose.
List of contents
Introduction: What is Happening with Teacher Education?
PART I: ACTIVISM MATTERS
Chapter 1: Turning Points
PART II: THE HIJACKING OF THE EDUCATION NARRATIVE
Chapter 2: Reform, Accountability, and Compromising K-12 Education
Chapter 3: Neoliberalism: A Systematic Effort to Privatize
Chapter 4: Working to Eliminate Traditional Teacher Education Programs
PART III: TEACHER EDUCATION AND THE POLITICS WITHIN
Chapter 5: A Rocky Historical Road Toward Teacher Education
Chapter 6: Sameness versus Difference: Is Teacher Education Clear about Faculty Expectations?
Chapter 7: Sameness versus Difference: Is Teacher Education Fair about Compensation and the Hiring Process?
Chapter 8: The Macro versus Micro Challenge
Chapter 9: Two-Stepping Among Colleges of Education, Accrediting Agencies, and State Departments of Education
Chapter 10: Quantity versus Quality in Accepting Teacher Candidates
PART IV: THE QUESTION OF WHAT AND HOW TO TEACH
Chapter 11: The Relationship between Curriculum and Instruction
Chapter 12: Models, Approaches, and Frameworks: What's the Difference?
Chapter 13: How Should We Teach: Transmission, Transaction, or Transformation?
CHAPTER 14: Should we Emphasize Universal Human Development or Diversity?
Chapter 15: The Question of Online Delivery Systems in Teacher Education
PART V: MOVING FORWARD
Chapter 16: Realize the Distraction in Order to Move Forward
Chapter 17: In Need of a "Flexner-like" Moment in Teacher Education
References
About the author
By James D. Kirylo and Jerry Aldridge
Summary
This book suggests that traditional teacher education programs must deeply reflect on solidifying the place, power, and necessity of its purpose.
Additional text
Kirylo and Aldridge manage to pull off two impressive accomplishments here: reclaiming the narrative of teacher education that has been hijacked by the neoliberal market-based reform movement, and issuing a call to arms for teacher educators—and teachers—to make the pivot from advocates to activists. Teachers, by their very nature, are too often loathe to engage in the “politics” of the policy debate—and as the authors point out so convincingly, the time to get off “the bench” is long past.
