This book offers a comprehensive, "social constructivist" approach to preservice education. Written in a clear, accessible style, it presents key principles of teacher education and concrete examples from eight successful programs in Australia, Canada, and the United States. It extends constructivism beyond Piaget and Vygotsky to more recent theorists such as Barthes and Derrida, indicating how such an approach can lead to engaging, effective education. Clive Beck and Clare Kosnik advocate an approach to teacher education that is highly original, linking integration, community components, and...

* examples of research conducted on 15 different teacher education programs

* the impact the research had on the development of the program is included

* the text systematically describes 15 teacher education programs

* engaging stories of teacher educators working to renew their programs

* The studies include a description of the research methodology used

Designed to help student teachers develop an approach to teaching that is both theoretical and practical, this text focuses on key aspects of teaching rather than trying to "cover the waterfront." Based on extensive research on teachers views, their own long experience as teacher educators, and other sources, the authors recommend 7 priorities for teaching and teacher education:

• program planning
• pupil assessment
• classroom organization and community
• inclusive education
• subject...

Teacher learning doesn't end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included...

Teacher learning doesn't end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included...