Learning to Teach in England and the United States: The Evolution of Policy and Practice

ISBN-13: 9781138933743 / Angielski / Twarda / 2018 / 294 str.

Maria Teresa Tatto; Ian Menter; Katharine Burn

Opis

This book studies the evolution of university-based teacher education by considering emerging, alternative approaches in England and the United States. Presenting empirical evidence from two distinct historical, political and social contexts, chapters illustrate the tensions involved in teaching a demanding curriculum to increasingly diverse populations, in a contested terrain dominated by neoliberal policy and accountability. Grounded in the lived experiences of those directly affected by shifting policy environments, the book questions if reforms promising high standards of teaching have contributed to more powerful learning in schools, and what these hold for the future of the profession.

Spis treści

Contents  Foreword  Preface  Acknowledgements  Abbreviations  Authors’ Biographies  Section I: Learning to Teach: Theory, Methods and Contexts  1. Introduction and Background  2. A Sociocultural Framework and Methods for the Analysis of Teacher Education Policy and Practice in England and the United States  3. The Policy Landscapes for Teacher Education in England and the United States  4. Teacher Education Programmes as Settings for Learning to Teach: Responses to Policy and Social Pressures in England and in the United States  5. Schools as Settings for Learning to Teach: Responses to Policy and Social Pressures in England and the United States  Section II: Case Studies of Learning to Teach in Specific Contexts  6. Selection of the Case Studies  7. Cases of Alignment at the Meso-level of Institutions (Schools and HEI) and at the Micro-level of the Individual  8. Cases of Alignment at the Meso-level of Institutions, with a High Degree of Tension or Contradiction at the Micro-level of the Individual  9. Cases of Unacknowledged Contradictions at the Meso-level of Institutions which Result in Low Levels of Support or Challenge at the Micro-level of the Individual  10. Cases of Alignment between the Micro-level of the Individual and the Meso-level of the School (but not with HEI)  11. Cases of Alignment between the Micro-level of the Individual and the Meso-level of the HEI (but not with the School)  12. The Significance of Alignments in Initial Teacher Education  Section III: Comparing Trends, Contradictions and Future Trajectories  13. Policy and Practice in England and the United States: Comparing Trends and Contradictions in Teacher Education  14. The Future of Teacher Education in England and the United States  Index

O autorze

Maria Teresa Tatto is Professor in the Division of Educational Leadership and Innovation at Arizona State University, and the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers College.

Katharine Burn is an Associate Professor of Education at the University of Oxford and Director of the Oxford Education Deanery.

Ian Menter is Emeritus Professor of Teacher Education at the University of Oxford and a Fellow of the Academy of Social Sciences.　

Trevor Mutton is an Associate Professor at the University of Oxford where he is the Director of Professional Programmes.

Ian Thompson is an Associate Professor of Education at the University of Oxford where he is the lead English curriculum tutor on the PGCE course.