Educational processes are shaped by societal ideas and values. Different ideologies shape the discourses, content, processes and pedagogies of teacher education processes. The book includes cases or illustrations of teacher education in the Montessori, Waldorf, Reggio Emilia and Pistoia traditions, as well as the democratic tradition embraced by the Kibbutz Movement in Israel. Understanding the ideologies that constitute the basis of teacher education programs might predict some of the outcomes of diverse programs on one hand, and serve the adaptation of teacher education to societal needs and requirements, on the other hand. Purposes of schooling, the value of knowledge and the relationship between teacher education and the goals of a democratic society have to be clarified in order to improve education in the service of society and its future. The work of schools depends on the interaction between content, teacher and student. Therefore, the preparation of teachers becomes a central aspect of education.
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This book focuses on the manner in which ideological-societal commitments shape teacher education programs.
Foreword – John Chi-Kin Lee Introduction - Miriam Ben-Peretz Acknowledgements Chapter 1: Democracy in Classrooms: The Story of Democratic Teacher Education Dafna Granit-Dgany and Raviv Reichert Chapter 2: Educational Hyper-Ideology and The Test of Time Esther Yogev Chapter 3: Montessori Ideology and Practice in Teacher Education Jacqueline Cossentino Chapter 4: What Can Teacher Educators Learn from Italian Pre-Schools? Lella Gandini and Carolyn Edwards Chapter 5: Integrating Waldorf Education Principles with Traditional Teacher Education Gilad Goldshmidt Chapter 6: Undermining Teacher Education: Neo-Liberal Worldviews Shlomo Back Index About the Editors and Contributors
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This is a wonderfully balanced book on two of the debate and conflict generating commonplaces of education, education’s entanglement with the political and the pulsating relationship of the individual and the social. The former preoccupies a sizable, often one-sided and overly energized, swath of postmodern literature while the second is thoughtfully configured in the writings of John Dewey. This book explores the expression of these universal themes in teacher education and does so in a manner attractive to the most thoughtful minds in teacher education and in ways consistent with Dewey’s critique of either-or thinking.
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Produktdetaljer

ISBN
9781475820256
Publisert
2017-05-22
Utgiver
Vendor
Rowman & Littlefield
Vekt
249 gr
Høyde
232 mm
Bredde
152 mm
Dybde
12 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
160

Om bidragsyterne

Miriam Ben-Peretz is professor Emerita of Education at the University of Haifa, former Dean of the School of Education, and recipient of the Israel Prize for Research in Education 2006, the AERA, Division K Legacy Award, the AERA Divison B Lifetime Achievement Award and the EMET Israel Prime Minister Prize for Educational Research. She is also an Elected fellow of the AERA since 2014. Sharon Feiman-Nemser is the Jack, Joseph and Morton Mandel Professor of Jewish Education at Brandeis University where she founded the Mandel Center for Studies in Jewish Education and the Master of Arts in Teaching (MAT) program. She also served on the education faculties at the University of Chicago and Michigan State University. A pioneer in research on teacher learning, she has written extensively on teacher education, learning to teach, mentoring and new teacher induction. Teachers as Learners, a collection of her seminal writings, was published by Harvard Education Press (2012). She was the first recipient of the Margaret Lindsey Award for Outstanding Research from the American Association of Colleges of Teacher Education (1996).