Read more
This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies. It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts.
By allowing the long-term influence of current trends to be considered and providing an opportunity to reflect on the present and imagine the future, scenarios provoke discussion on the directions that teacher education might take now. The book offers insights into the possibilities that might exist for teacher education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change.
List of contents
Chapter 1 Why the Future is Important.- Chapter 2 Key Drivers of Teacher Education.- Chapter 3 Politics of Education: Tensions and paradoxes.- Chapter 4 Current Trends in Technology-enhanced Learning.- Chapter 5 Changing Knowledge, Changing Education.- Chapter 6 Future Methodology: Approaches, methods, tools and techniques.- Chapter 7 Teacher Educators Working with Scenarios.- Chapter 8 Backcasting: Testing the feasibility of alternative futures.- Chapter 9 Schooling Scenarios: Looking back to look forward.- Chapter 10 Knowledge and Technology Challenging the Future.- Chapter 11 Mobile STEM Learning Scenarios.- Chapter 12 Science Education: Past crises, potential futures.- Chapter 13 Backcasting Mathematics Teaching: Preservice teachers' voices.- Chapter 14 Future - Always Coming Never Comes: Embracing imagination and learning.
About the author
Dr. Sandra Schuck is Professor of Education and Director of Research Training in the Faculty of Arts and Social Sciences at the University of Technology Sydney (UTS). Her research interests include teaching and teacher education futures, teacher professional learning with new media, mobile learning, mentoring, retention and induction of early career teachers, as well as beliefs and practices in mathematics education. She received a UTS Excellence in Research Award for Researcher Development in 2010.
Dr. Peter Aubusson is Professor of Education at the University of Technology Sydney. His recent research examines science education and teacher education futures, mobile learning in mathematics and science and teacher professional learning. He was the founding director of the STEM Education Futures Research Centre at UTS. In 2013, he was awarded the UTS Vice-Chancellor's Medal for Research Excellence in acknowledgement of his research achievements.
Dr. Kevin Burden is Professor of Digital Education in the Faculty of Arts, Cultures and Education (FACE) at the University of Hull, and Programme Director for the Taught Doctorate in Education. His research interests lie in the field of learning, technology and teacher education, where he focuses on the areas of mobility, spatiality and materiality. He has been invited to deliver keynote addresses at several international events and conferences. In 2015 he was recognised as a National Teaching Fellow by the Higher Education Academy in the UK.
Dr. Sue Brindley is a Senior Lecturer at the University of Cambridge Faculty of Education. She is series editor for Learning and Teaching with Digital Technologies and has published widely in the field of teacher development. Sue was awarded the prestigious Pilkington Prize by Cambridge University in recognition of her innovative approaches to university teaching. She is editor of the Journalof Teacher Development, and co-editor of Technology, Pedagogy and Education.
Summary
This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies. It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts.
By allowing the long-term influence of current trends to be considered and providing an opportunity to reflect on the present and imagine the future, scenarios provoke discussion on the directions that teacher education might take now. The book offers insights into the possibilities that might exist for teacher education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change.
