Description
Book SynopsisAll countries in the world understand that education is vital to human and economic prosperity and that teacher education unavoidably is implicated. But the snag is this: political forces shaping public opinion in individual nations (particularly the U.S.) are deeply divided concerning how teacher education should proceed. This book acknowledges this Achilles heel tension, but does not become weighed down by it. Instead, it focuses on the practical (t) (Schwab, 1969), matters that have been locally deliberated and enacted. Pedagogies are named, origins (cultural/practical/theoretical/policy roots) are traced and a live example of the pedagogy unfurling in the local setting is presented from an insider-view.
Trade ReviewThe pedagogies presented in this book call for a curriculum that engages teachers in a constant dialogue of content and context. International contributors consider practical issues within the context of political factors and public opinion impacting teacher education around the world. Chapters are grouped into sections on four themes: pedagogies of working with multimodalities, pedagogies of partnerships and communities, pedagogies of teacher assessment, and vehicles of teacher education research and dissemination. Some specific topics explored include the University of Bari’s experience of the multimodal laboratory, faith communities and community engagement-based teacher education, evaluating teacher education in China, teacher education policy development in Canada, and Israel’s Mofet Institute. -- Annotation ©2016 * (protoview.com) *
