Democratizing Teacher Education

Zeichner, Kenneth M.; Payne, Katherina A.; Brayko, Kate

doi:10.4324/9781315098074-7

Cited by 4 publications

(5 citation statements)

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“…Furthermore, some practice-based courses involve the integration of the expertise of university and school-based teacher educators (and sometimes community educators; Zeichner, Payne, & Brayko, 2011). Other practice-based courses only utilize instruction by university teacher educators.…”

Section: Dimensions Of the Pbte Movementmentioning

confidence: 99%

“…Teacher candidates have repeated opportunities in these classroom-based methods courses to see specific core teaching practices modeled, and to rehearse and practice, and received detailed feedback on their use of these practices. They are learning how to enact these practices in the complex settings in which they will later need to use them (Zeichner et al, 2011).…”

Section: The Contributions Of the Hiebert And Morris's Articlementioning

confidence: 99%

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Reprint: The Turn Once Again Toward Practice-Based Teacher Education

Zeichner

2023

Journal of Teacher Education

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Current work to identify the core teaching practices that should be included in teacher education curriculum is a part of a long-standing tradition of reform in American teacher education. This article situates the proposals of Hiebert and Morris and the contemporary work to which it is linked within this historical tradition and identifies several issues that need to be addressed by this current work. These include the task of developing a system that unlike performance-based systems in the past is evidence-based, manageable, and sustainable, and that does not ignore important aspects of good teaching.

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Section: Dimensions Of the Pbte Movementmentioning

confidence: 99%

Section: The Contributions Of the Hiebert And Morris's Articlementioning

confidence: 99%

Reprint: The Turn Once Again Toward Practice-Based Teacher Education

Zeichner

2023

Journal of Teacher Education

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“…Studies, however, continue to show that as children and families interact in and with schools, their complex lives are often ignored, silenced, or used to define them as deficit and in need of being fixed or changed (Bishop, Berryman, Cavanagh, & Teddy, 2009;Dei, 2003;Delpit, 2006;Gonzalez, Moll, & Amanti, 2005;Guiney Yallop, 2012;Ladson-Billings, 2009;Lessard, Caine, & Clandinin, 2014;Liska Carger, 1996;Mickelson, 2000;Miller Marsh & Turner-Vorbeck, 2009;St. Denis, 2011;Turner-Vorbeck & Miller Marsh, 2007;Steeves, 2006;Young, 2005aYoung, , 2005bZeichner, Payne, & Brayko, 2015).…”

Section: What Constitutes Learning Knowledge and Understanding In Pmentioning

confidence: 99%

The Potential of Familial and School Curriculum-Making Worlds in Teacher Education

Huber

Farmer

Reid

et al. 2017

mje

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Diversity, equity, and justice are vital focuses in teacher education programs and research. Yet, studies show that as children and families interact with schools their lives are often ignored, silenced, or used to define them as deficit. This paper inquires into the interactions between early career teachers, children, and families. Using a semi-structured interview protocol, we explored the personal and professional situations 20 early career teachers described as shaping the knowledge they draw on in their interactions with families. Thinking narratively with the stories shared by one teacher, we explore the potential of familial and school curriculum-making worlds in teacher education and ways these understandings may open spaces and conversations that strengthen the interactions between early career teachers and families.Les concepts de diversité, d’équité et de justice sont au centre des programmes de formation des maitres et de la recherche en éducation. Or, les recherches démontrent que lorsque les enfants et les familles interagissent avec le milieu scolaire, leur vie familiale est souvent ignorée, passée sous silence ou encore, utilisée pour expliquer leurs déficiences. Cet article s’attarde aux interactions entre les nouveaux enseignants, les enfants et leurs familles. En menant des entrevues semi-structurées auprès de vingt enseignants en début de carrière, nous avons analysé les descriptions des situations personnelles et professionnelles sur lesquelles se basent leurs relations avec les familles. En abordant les anecdotes partagées par un enseignant sous un angle narratif, nous avons exploré le potentiel des univers familial et scolaire dans le contexte d’élaboration d’un programme de formation des maitres. Nous avons cherché des manières dont une compréhension de ce potentiel pourrait ouvrir de nouvelles possibilités et permettre des discussions afin de renforcer les interactions entre les enseignants en début de carrière et les familles

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“…Portanto, se torna interessante destacar como a atribuição democrática dos formadores de professores é apresentada em documentos de política pública para formação de professores, um campo pouco teorizado na literatura com escassez de estudos transnacionais (ZEICHNER ET AL., 2015). Usamos uma variedade de estruturas teóricas para ilustrar este problema: trabalhos mais antigos de Dewey e contribuições da teoria crítica e da filosofia moral e política para posicionar o que estamos chamando de atribuição democrática dos formadores de professores (BINGHAM ET AL., 2010, DEWEY, 1959[1916; FREIRE, 1972).…”

Section: Introductionunclassified

Democracia E Emancipação Na Formação De Professores: Uma Análise De Conteúdo Somativa Da Atribuição Democrática De Formadores De Professores Expressa Em Políticas Para Formação De Professores Na Suécia E Na Irlanda De 2000 a 2010

Edling

Simmie

2019

RLES

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RESUMOQuestões ligadas a como democracia e emancipação fazem parte da educação de professores ainda são pouco estudadas e há uma escassez de estudos transnacionais examinando o problema. Neste estudo, partimos de várias estruturas teóricas que se posicionam discursivamente em relação a democracia e emancipação na formação de professores e no que estamos chamando da atribuição democrática de professores. A estrutura nos permitiu identificar palavras-chaves que utilizamos para uma análise de conteúdo limitado de documentos de política pública em dois países europeus, a Suécia e a República da Irlanda, em dois períodos diferentes. Nossas descobertas indicam que, apesar de diferenças culturais e contextuais significativas entre os dois sistemas educacionais, palavras-chaves ligadas a democracia e emancipação diminuíram de forma significativa em documentação de políticas públicas em ambos os países nesses períodos. Isso leva à nossa hipótese de que uma mudança de paradigma ocorreu no posicionamento discursivo da atribuição democrática de formadores de professores. As descobertas sugerem a necessidade de uma análise de discurso mais profunda dos quatro documentos como a próxima fase no projeto de pesquisa. As descobertas, apesar de iniciais, têm implicações muito além dos dois estados em questões contemporâneas da formação de professores e da sociedade que exigem ação e consciência coletiva.Palavras-chave: formação de professores, democracia, emancipação, quadro teórico, política pública, análise de conteúdo ABSTRACT How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators' democratic assignment. The framework allowed us to identify key words which we then used for a limited content analysis of policy documents in two European countries, Sweden and the Republic of Ireland, in two separate timelines 2000/2002 and 2010/2012. Our findings indicate that despite significant cultural and contextual differences between the two education systems, key words linked to democracy and emancipation have significantly decreased in policy documentation in both countries in this timeline. This prompts our hypothesis that a paradigm shift has occurred in the discursive positioning of teacher educators' democratic assignment. The findings suggest the need for a deeper discourse analysis of the four documents as the next phase in the research design. The findings while tentative have implications, well beyond two nation states, for contemporary issues in teacher education and society that require collective consciousness and action. Linguagens, Educação e Sociedade, Teresina, Ano 24, n. 41, jan./abr. 2019. Revista do Programa de Pós-Graduação em Educação da UFPI | ISSN 2526-8449 (Eletrônico) 1518-0743 (Impresso) FORMADORES D...

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Democratizing Teacher Education

Cited by 4 publications

References 1 publication

Reprint: The Turn Once Again Toward Practice-Based Teacher Education

Reprint: The Turn Once Again Toward Practice-Based Teacher Education

The Potential of Familial and School Curriculum-Making Worlds in Teacher Education

Democracia E Emancipação Na Formação De Professores: Uma Análise De Conteúdo Somativa Da Atribuição Democrática De Formadores De Professores Expressa Em Políticas Para Formação De Professores Na Suécia E Na Irlanda De 2000 a 2010

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