Oxford Encyclopedia of Global Perspectives on Teacher Education

This collection of essays on teacher education encompasses the breadth of significant scholarship from some of the best-known educational scholars and emerging researchers in the field. It includes new foundational essays on the most pressing issues impacting teacher education and includes authors from across the globe. The collection offers critical overviews of key theories and methods in preparing effective teachers, global and comparative perspectives oncontemporary issues and debates, and crucial essays on social justice and equity in teacher education, and features a number of scholars from Indigenous communities and the Global South.

Sommario

• Agency in Teacher Education


• Applying Disability Critical Race Theory (DisCrit) in the Practice of Teacher Education in the United States


• Art-Informed Pedagogies in the Preparation of Teachers


• Blended Learning in Teacher Education


• Bourdieu and Education


• Community-based Experiential Learning in Teacher Education


• Community-Engaged Teacher Preparation


• Complexity Theory and Teacher Education


• Conceptions and Models of Teacher Education


• Concepts of Care in Teacher Education


• Core Reflection Approach in Teacher Education


• 'Crisis' in Teacher Education, The


• Critical Media Literacy in Teacher Education, Theory, and Practice


• Culturally Responsive Classroom Management


• Culturally Responsive Pedagogy in Teacher Education


• Deleuze and Guattari and Teacher Education


• Early Childhood Teacher Education in Global Perspective


• Educating Teachers for High-Poverty Schools


• Education and Activism


• Emotion and Teacher Education


• Ethnographic Inquiry in Teacher Education


• Exploration of Evolving Approaches to Teacher Identity Revealed in Literature on Teaching from 2010 to 2018, An


• Gender and Sexual Diversity in Teacher Education


• Global Orientations, Local Challenges, and Promises in Initial Teacher Education


• Globalization, Digital Technology, and Teacher Education in the United States


• Heuristic Inquiry in Teacher Education


• Impact of Educational Neoliberalism on Teachers in Singapore, The


• Indigenous Australian Studies, Indigenist Standpoint Pedagogy, and Student Resistance


• Indigenous Teacher Education in Canada and Aotearoa New Zealand


• Influence of Pedagogical Entrepreneurship in Teacher Education, The


• Influence of Teacher Education on Teacher Beliefs, The


• Inquiry-Based Learning and its Enhancement of the Practice of Teaching


• John Dewey and Teacher Education


• Learner Engagement in Teacher Education


• Longitudinal Study of Teachers


• Mentoring in Teacher Education, The Role of


• Online Networks in Teacher Education


• Performance-Based Assessment in Preparing Teachers


• Postcolonial Theory in Teacher Education


• Preparing Assessment-Literate Teachers


• Preparing Pre-service Teachers for Rural Schools


• Preparing Teachers for Collaborative Classrooms


• Professional Experience for International Students within the Australian Teacher Education Context


• Professionalizing Teacher Education Accountability


• Real-Time Coaching for Pre-Service Teachers


• Research on Racism in Teacher Education in the United States


• Reviews of Teachers' Beliefs


• School Based Pre-service (Initial) Teacher Training Programs in the United States of America and the United Kingdom


• School-Based Professional Development Programs for Beginning Teachers


• Simple and Complex Views of Teacher Development


• Simulation as a Strategy in Teacher Education


• Spiritual Development and Preparation of Teachers


• Standards and Benchmarks in Teacher Training Programs


• Status of Teachers, The


• Status, Content, and Evaluation of Lesson Study in Japan on Teacher Professional Development


• Systemic Functional Linguistics in Teacher Education


• Teacher Education and Inclusion in the Asia-Pacific Region


• Teacher Education and Inclusivity


• Teacher Education and Lesson Study


• Teacher Education and Refugee Students


• Teacher Education and the Global Impact of Teach For All


• Teacher Education and Whiteness and Whiteness in Teacher Education in the United States


• Teacher Education for Bi/Multilingual Students


• Teacher Education for Cultural and Linguistic Diversity in the United States


• Teacher Education in Australia


• Teacher Education in Finland and Future Directions


• Teacher Education in Germany


• Teacher Education in México


• Teacher Education in New Zealand


• Teacher Education in Russia


• Teacher Education in Singapore


• Teacher Education Reform in the Asia-Pacific Region


• Teacher Education Research


• Teacher Identity Research and Development


• Teacher Leadership and Professionality


• Teacher Preparation for Physical Education in an Increasingly Sedentary World in Singapore


• Teacher Quality in Singapore


• Teacher Research in Teacher Education


• Teacher Training for the Transformation of Schools and Communities


• Teachers' Knowledge for the Digital Age


• Theories of Generative Change in Teacher Education


• Transforming Teacher Education in South Africa


• Translanguaging in Educating Teachers of Language-Minoritized Students


• Trauma-Informed Practice for Pre-service Teachers


• Well-being and the Preparation of Teachers

Info autore

Jo Lampert is Professor of Education at La Trobe University in Melbourne, Australia. Originally from Canada, she has over twenty-five years of experience in social justice education, Indigenous education, community-engagement, and teacher education, and is best known for her research on preparing teachers for high-poverty schools.

Riassunto

In this increasingly regulated, but contested, climate, teacher education has become a field of study separate from the study of learning or teaching itself. The Oxford Encyclopedia of Global Perspectives on Teacher Education includes new articles on innovative, grounded, and theory-based work being done by established global scholars who are interrogating educational issues related to teacher education. A major aim of the project is to pave the way for scholars to learn from each other, recognizing not only similarities but also differences in perspectives, and in doing so, encourage those working in teacher education to create more sustainable, focused, and collaborative approaches to the merging of theory and practice.

The Encyclopedia is international in scope and encompasses the breadth of significant scholarship in the field of teacher education from both well-known and emerging scholars. Comprehensive in nature, it includes new foundational essays on the most pressing issues impacting teacher education and includes analytic essays from across the globe. Topics include a balance of critical, historical, psychological, and sociological perspectives. Written with both early-career and more experienced scholars in mind, the collection provides international perspectives on crucial topics such as social justice and equity in teacher education, and features a number of scholars from Indigenous communities and the Global South.

As teacher education is increasingly held responsible for everything from falling PISA rankings, widening achievement gaps, and lower student outcomes to even poverty itself, this volume is particularly timely in its collection of the most significant thinking and research in the field.

Testo aggiuntivo

I would synthesize the book's benefits into two main categories: perspectives and availability. In terms of the perspectives, the book provides the reader with an assortment of views on teacher education; some are innovative and inspiring, some are combined and synthesized, and some are updated and newly developed from canonical works. As for availability, all collected works appear online as part of the Oxford Research Encyclopedia of Education, which makes access convenient.

Dettagli sul prodotto

• Autori: Jo ( Lampert, Jo (Latrobe University) Lampert
• Con la collaborazione di: Jo Lampert (Editore), Jo (Latrobe University) Lampert (Editore), Lampert Jo (Editore)
• Editore: Oxford University Press
• Lingue: Inglese
• Formato: Copertina rigida
• Pubblicazione: 29.02.2020
• EAN: 9780190670221
• ISBN: 978-0-19-067022-1
• Pagine: 1568
• Serie: Major Reference Work
• Categorie: Libri scolastici > Didattica > Materiali didattici, guide per l'insegnamento; Scienze umane, arte, musica > Pedagogia > Istruzione; EDUCATION / Research, EDUCATION / Professional Development, EDUCATION / Behavioral Management, Organization & management of education, Educational administration and organization, Teaching skills and techniques, Educational strategies & policy, Teaching skills & techniques, Encyclopaedias and reference works, Encyclopaedias & Reference Works, Educational strategies and policy, EDUCATION / Teacher Training & Certification