International Handbook of Teacher Education (eBook)

John Loughran is the Foundation Chair in Curriculum & Pedagogy and Dean of the Faculty of Education, Monash University. John was a science teacher for ten years before moving into teacher education. His research has spanned both science education and the related fields of professional knowledge, reflective practice and teacher research. John was the co-founding editor of Studying Teacher Education and an Executive Editor for Teachers and Teaching: Theory and Practice. He was awarded the AERA, Division K Excellence in Research in Teaching and Teacher Education for his book Developing a Pedagogy of Teacher Education (Routledge Press).Mary Lynn Hamilton, Professor in Curriculum & Teaching, University of Kansas, combines research interests in teachers’ professional knowledge, issues of social justice, and the self-study of teaching and teacher education practices. Recent publications include (co-authored with Stefinee Pinnegar): Self-Study of practice as a genre of qualitative research: Theory, methodology, and practice (2009) and Knowing, Doing, Becoming as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Additionally, she is the former co-editor of Teaching and Teacher Education, an international journal.

Contents of Volume 1 6
Contents of Volume 2 8
Part I: Organisation and Structure of Teacher Education 10
Chapter 1: Developing an Understanding of Teacher Education 11
Introduction 11
Learning to Teach 12
Theory and Practice: Practice and Theory 14
Pedagogical Content Knowledge 16
Teaching About Teaching 17
Principles of Practice 19
Teacher Educator Identity 20
Modelling Practice 22
Conclusion 26
References 26
Chapter 2: The History of Initial Teacher Preparation in International Contexts 31
The History of Initial Teacher Preparation in South Africa 33
The Era of Missionary Education – 1910–1948 33
The Era of Apartheid Under the Afrikaner Nationalist Party – 1948–1994 34
The Bantu Education Act 35
The Christian National Education (CNE) Policy 36
Teacher Education Post-Apartheid – 1994–Present 36
Section Overview 38
The History of Initial Teacher Preparation in Singapore 39
Meeting the Demand for Quantity – Teacher Training College (TTC) Years 39
Improving Quality – Institute of Education Years 40
Moving Forward – National Institute of Education (NIE) 42
Structural and Political Issues 44
Section Overview 45
The History of Initial Teacher Preparation in Chile 45
The Educator State: Centralizing and Nation-Building 47
Normal Schools 47
Preparation of Secondary Teachers 48
The Market State: Decentralization and Choice 49
The Evaluative State: Accountability Through Standards and Measurement 50
Mandatory Accreditation of Initial Teacher Preparation Programmes 50
Programme for the Promotion of the Quality in Initial Teacher Education (INICIA) 51
Section Overview 52
The History of Initial Teacher Preparation in Finland 52
The Early Years 53
Post World War II: Finland as a Welfare Society 54
The 1970s: Academic Teacher Education 55
The 1980s and 1990s: Teachers as Autonomous Professionals 56
The 2000s: Research-Based Teacher Education 57
Section Overview 58
The History of Initial Teacher Preparation in the United States 59
Colonial Period (Roughly 1600–1789) 60
New Republic (Roughly 1789–1840) 61
Common Schools (Roughly 1840–1870) 62
Progressive Era (Roughly 1870–1940) 63
Teacher Education as a National Problem (1950–Present) 64
Section Overview 65
Conclusion 66
Purpose and Politics 66
References 68
Chapter 3: Structure of Teacher Education 77
What Is the Structure of Teacher Education? 80
Sources of Evidence 81
International Profiles of Teacher Education Structure 82
Interim Summary 84
Organizational Structures for Teacher Education 84
Bergen, Norway: An Exemplar 84
Houston, Texas: An Exemplar 87
Parting Words 90
Appendices 92
Appendix 1: Country Profiles by Region 92
Appendix 2: Teacher Education Programme Type by Country and by Region 132
References 138
Chapter 4: Approaches to Teacher Education 144
Introduction 144
Organisation of the Chapter 146
Context: Positioning Ourselves 146
Positioning Teacher Education Programmes from Around the World 149
Part 1: Practice-Oriented Teacher Education 149
Situating Practice-Oriented Teacher Education 150
Alternative Teacher Education 151
Addressing the Needs of Underserved Communities 152
Teach for America and Teach for All 153
School-Based Teacher Preparation 155
School Direct in England 155
Implications for Conventional Teacher Education 159
Part 2: Theory-Oriented Teacher Education 160
Situating Theory-Oriented Teacher Education 161
Problem-Based Learning 162
Core Practices and Pedagogies 164
Social Justice Inquiry 166
Implications for Conventional Teacher Education 167
Part 3: Reflection-Oriented Teacher Education 168
Situating Reflection-Oriented Teacher Education 168
Reflective Digital Portfolios 169
The Johns Hopkins University Digital Portfolio 171
The European Portfolio for Student Teachers of Languages 172
Implications for Conventional Teacher Education 174
Part 4: Integrated Teacher Education 175
Situating Integrated Teacher Education 177
Integrated Teacher Education in a Specialized Programme: Wheelock College 178
Integrated Teacher Education in a Conventional University: University of Newcastle 179
Integrated Teacher Education at the National Level: Finland 181
Implications for Conventional Teacher Education 184
Conclusion 184
References 186
Chapter 5: Teacher Education Curriculum 194
Introduction 194
Revisiting the Purpose of Teacher Education: Views of Teacher Professionalism 196
The Definition of Standards and/or Competences 199
Convergences and Divergences in ITE Curriculum Internationally 203
Diversity of ITE Curriculum Both in Its Content and Form 204
Fragmentation versus Integration of Different Components 205
Didactic-Oriented Versus Research-Based Approach 207
Theory and Practice in ITE and the Role of Practicum 210
The Research Component in ITE 213
Internationalisation of Teacher Education 215
Reconsidering the Teacher Education Curriculum 217
The (In)Visibility of Teacher Educators’ Work 221
The Centrality of Practice and Research in ITE 223
The Relevance of the Ethical, Cultural and Political Dimension of Teaching and ITE 225
Conclusion 227
References 229
Chapter 6: The Practicum: The Place of Experience? 238
Introduction 238
The Purpose of Practice 240
Practicum Tensions and Issues 243
The Theory-Practice Divide 243
Issues Related to the Different ‘Sites of Learning’ 246
Assessment 249
More Time in Schools? The Structure, Location and Length of the Practicum 250
Role, Identity and Responsibility 255
Reforms and Innovations 258
Building Practicum Learning Communities: Schools and Universities 260
Conclusion 266
References 267
Chapter 7: Reform Efforts in Teacher Education 274
Introduction 274
Part 1: Eight Kinds of Teacher Education Reform Initiatives Around the World 275
Explicit Standards for Teacher Education 276
Minimum Requirements for Teacher Education Programmes 276
Research-Based Teacher Education 277
Assessment and Accountability in Teacher Education 278
Alternative Routes into Teaching 278
Emphasis on Subject Knowledge 279
Relating Theory to Practice: Connecting the Campus to the School 280
Emphasis on Continuing Professional Development 281
Part 2: Examples of Reform Initiatives in Four Countries 282
England: Dismantling Programmes 282
Routes Into Teaching 282
Government Micromanagement 284
Impact on Higher Education 285
Overview 286
The United States: Undermining and Regulating University-­Based Teacher Preparation 286
Teacher Education in the U.S. 286
Undermining University-Based Teacher Preparation: A Recent Step 287
Undermining University-Based Teacher Preparation: An Early Step 288
New Administration, Same Practices 290
Overview 291
Singapore: Teacher Education Reform Through Productive Collaboration 291
The Singapore Context 291
Education for Nation Building 292
From Quantity to Quality of Teachers: A Dramatic Shift in National Policy 293
Teacher Education Reform as a Partnership 293
From Quantity to Quality of Teachers: Enacting a Vision 294
Teacher Education Reform in the Recent Decade 295
Overview 296
Canada: Substantial Local Autonomy 296
Organization of Education and Teacher Education 297
Particular Universities and Individuals Leading Reforms 298
Aboriginal Teacher Education Programmes 298
Studying Teacher Educators and Teachers 299
Self-Study of Teacher Education 299
Overview 300
Part 3: Where Should We be Going in Teacher Education Reform? 301
Standards, Minimum Requirements, and Accountability 302
A Solid Theory Base 303
Alternative Routes Into Teaching 304
A Subject Emphasis 304
A Technology Emphasis 305
Research-Based Teacher Education 305
Theory-Practice Connection 306
Recruitment and Admissions 307
Teacher Educators: Selection, Training, and Support 307
Incremental Reform in a Consistent Direction 308
References 309
Part II: Knowledge and Practice of Teacher Education 316
Chapter 8: Pedagogy of Teacher Education 317
Introduction 317
General Views/Models of Teacher Education 319
Early Approaches to the Pedagogy of Teacher Education 319
Competency-Based Teacher Education 320
Humanistic Based Teacher Education 321
Towards an Integration of a Focus on Competencies and the Person of the Teacher 321
The Tension Between Theory and Practice 322
Linking Practice and Theory 323
Links Between Institutions for Teacher Education and Schools 324
Two Examples of Programmes with Strong Links Between Theory and Practice 325
Specific Pedagogical Strategies and Techniques 326
Workplace Learning 326
Case Methods 328
The Use of Video 329
Approximations of Practice 330
Promotion of Reflection 331
Learning Communities 332
Narratives 333
Teacher Identity 333
Teacher Research 335
Portfolios 336
Modeling 337
Conclusions and Discussion 338
An Overview of the Research 338
Underlying Tensions 339
Guidelines for Teacher Educators 341
The Education of Teacher Educators 343
References 344
Chapter 9: Pedagogical Content Knowledge in Teacher Education 353
Conceptualizing Pre-service Teachers’ Pedagogical Content Knowledge 353
Models of Pedagogical Content Knowledge in Various Disciplines 355
Method 358
Studies Investigating Pre-service Teachers’ PCK at One Moment in Time 360
Focusing on the Nature of PCK 360
Individual Differences in PCK 361
Focusing on the Relationship Between PCK and SMK 362
Comparing PCK Across Different Teacher Education Programmes 364
Studies of PCK at Multiple Moments in Time – Within Institute 366
Modifying Course Content 366
Using Specific Tools or Scaffolds to Support PCK Development 369
Longitudinal Studies of PCK Development 371
Studies of PCK Over Multiple Moments in Time Including Fieldwork 372
Capturing the Development of PCK Resulting from Institute Activities Combined with Fieldwork: Science Education 372
Capturing the Development of PCK Resulting from Institute Activities Combined with Fieldwork: Mathematics Education 374
Capturing the Development of PCK Resulting from Institute Activities Combined with Fieldwork: Other Subject Domains 377
Effects of Field Experience 378
Role of Mentors and Supervisors 379
Discussion 381
Two Main Views of PCK as ‘Static’ and ‘Dynamic’ 381
Summary of ‘Static’ PCK Studies 382
Summary of ‘Dynamic’ PCK Studies 383
Summary of Dynamic and Static Studies 384
Implications for the Design of Teacher Education Programmes 384
Approaches to Researching PCK: Current Limitations and Future Directions 385
Returning to Criticisms 386
Final Comments 386
References 387
Chapter 10: Pedagogical Reasoning in Teacher Education 393
Pedagogical Reasoning 394
Teacher Thinking 396
Pedagogical Reasoning as a Framework for Practice 398
Teaching About Pedagogical Reasoning in Teacher Education 405
Reflection 405
Modelling Teaching 410
Modelling 411
Making Pedagogical Reasoning Explicit in Teacher Education 414
Case-Study 414
Conclusion 422
References 422
Chapter 11: The Place of Subject Matter Knowledge in Teacher Education 428
Introduction 428
The Origins of SMK in Teacher Education 431
Nature of SMK in Teacher Education 432
SMK in Teacher Education: Didactics in Disciplines 435
Subject Matter Knowledge: A PCK Perspective 436
SMK Preparation Around the World 437
Where Does SMK Preparation for Teachers Take Place? 440
Pre-College/University Learning 440
College/University Learning 442
Review of Studies on SMK in Teacher Education 443
Studies Linking SMK to Quality Teaching 445
In What Form Should SMK Be Offered? 446
How Should SMK Be Taught to Prospective Teachers? 449
Conclusion 451
References 453
Chapter 12: Professionalising Teacher Education: Evolution of a Changing Knowledge and Policy Landscape 458
Introduction 458
Teacher Education as Training 459
Teacher Education as Learning to Teach 461
The Current Policy Moment: Teacher Education as a Problem That Needs to Be Fixed 465
Alternative Pathways into Teaching 470
Tighter Regulation and Standards 471
(Re)turn to the Practical: A Theory of Practice for Teacher Education 473
Constructing a Professionalization Agenda 476
Evaluating Teaching 477
Researching the Effectiveness of Teacher Education 479
Conclusion 482
References 483
Chapter 13: Learning from Research on Beginning Teachers 492
Introduction 492
Conceptual Organising Framework and Review Procedures 493
Review Sources 495
Subject-Matter Teaching, Cognitive Processing and Concerns for Relevance and Student Learning 497
Teaching to or with the Curriculum 499
Relating Subject Knowledge to Student Understanding 502
Thinking About Subject Teaching and Cognitive Processing Uncertainties 504
Teacher and School Communities Social and Emotional Tensions and Development 507
The Work Environment 508
Collaborative Learning and Its Impact on the Practice of Teaching 512
Re-configuration of Professional Identity and Practice from Teacher Education into Classroom Teaching 514
Vision and Conceptions of Teaching: Constructing a Professional Self Mediated by Tensions 515
Socio-political Issues Surrounding Beginning Teachers’ Practice 518
Support Structures 519
Conclusion 521
References 523
Chapter 14: Teacher Education as a Moral Endeavor 528
Introduction 528
Teaching Morally and Teaching Morality 529
Preparing Teachers to Teach Morally 530
Preparing Teachers to Teach Morality 531
Hybrid or Integrated Approaches 532
Limitations and What We Are Likely Missing 532
Connecting What We Already Know 534
Different Perspectives on Teaching Morality 534
The Transfer Perspective 535
The Clarification Perspective 535
The Discourse Perspective 536
The Development Perspective 537
The Character Education Perspective 538
The Moral Sensitivity Perspective 539
The Moral Work in the Present Social Context 540
The Teacher and Teacher Educator as a Moral Exemplar 543
Implicit Moral Education: The Hidden Curriculum 547
The School as a Moral Community and Organization 551
Conclusion 555
References 555
Author Biographies 563
Editors 563
Authors 563
Index 576