Description
Book SynopsisThis book seeks to not only articulate a vision for the profession through Standards for Teacher Educators but also provide a historical perspective of and explore the issues surrounding these standards. To accomplish this, the book establishes the history of teacher education as a discipline, defines who is a teacher educator, and provides a historical foundation for these standards. The reader is then presented with a set of mini-chapters designed to conceptualize a vision for teacher educators through each of the nine standards. Featuring voices of eductors in diverse fields, the third section expands thinking about the standards and how they may or may not apply to others. The final section provides viewpoints on Standards for Teacher Educators and the potential impact of such standards on the profession.
Trade ReviewIt is well documented that the achievement of P-12 students is enhanced by improving the quality of the teachers in their classrooms. In the same way, the quality of the teachers will be enhanced by improving the quality of those who educate the teachers in preservice as well as inservice programs. This volume significantly contributes to the critical conversation about the quality of teacher educators. The chapters outlining the Standards for Teacher Educators and the clarifying indicators powerfully define and further expand on the operational definition of a teacher educator's role - a much needed contribution to the field. -- Robert L. Fisher, Chair, Commission on the Assessment of the Teacher Educator Standards
The editors and authors of this book have compiled an important resource for teacher educators that contributes to the conversation about their professional roles. The content of this book enriches the dialogue about the professional knowledge and dispositions for teacher educators and provides a vision for the possibilities in the profession. Visions for Teacher Educators is essential reading for all teacher educators as they consider the role that standards play in their collective professional lives. -- Boyce C. Williams, vice president, Institutional Relations of the National Council for Accreditation of Teacher Education
In Visions for Teacher Educators, Klecka, Odell, Houston, and McBee engage the academic minefield of professional standards in teacher educator preparation and practice. The editors have assembled an august conclave of teacher education researchers to assess, benchmark, critique, and detail the pros and cons of national professional standards. The composite chapters provide fundamental fodder for rethinking and reconceptualizing the core competencies of professional preparation of teacher educators, the pedagogical science of teacher educator practice, and the epistemological nature of the field of education as we know it, have known it, and/or might know it. This book will become a part of the expanded canon of contemporary research literature on the future of teacher educator preparation, the dynamics of teacher educator practice, as well as research on teacher educators, teaching, and teacher education. -- M. Christopher Brown, II, coeditor of The Politics of Curricular Change, and professor and dean, College of Education, University of Nevada
Visions for Teacher Educators makes a significant contribution to the field of teacher education by tackling directly and unapologetically the issue of standards for teacher educators. The collection of chapters starts with a concise history of teacher education and ends with a compelling challenge to continue the conversation around the nine ATE standards. Meshed between these sections are chapters that not only provide new insights and perspectives into the standards movement but that also raise hard-to-ignore questions about the consequences, intended and untended, of applying such standards. The book is well-written and organized in such a way as to make it a must-have resource for teacher educators and anyone else with a vision for teacher education. -- Annette D. Digby, EdD, dean, Thayer School of Education, Wingate University, Wingate, NC
Table of ContentsPart 1 Foundations for Teacher Educator Standards Chapter 2 The History of Teacher Education as a Discipline Chapter 3 Who Is a Teacher Educator Chapter 4 Conceptualizing, Developing, and Testing Standards for Teacher Educators Part 5 Conceptualizing Visions for Teacher Educators through Standards Chapter 6 Standard One: Teaching Chapter 7 Standard Two: Cultural Competence Chapter 8 Standard Three: Scholarship Chapter 9 Standard Four: Professional Development Chapter 10 Standard Five: Program Development Chapter 11 Standard Six: Collaboration Chapter 12 Standard Seven: Public Advocacy Chapter 13 Standard Eight: Teacher Education Profession Chapter 14 Standard Nine: Vision Part 15 Multiple Voices: Examples of Applying the Standards across Disciplines Chapter 16 A Multicultural Approach to ATE's Standards for Teacher Educators Chapter 17 How School-Based Teacher Educators Exemplify the Standards Chapter 18 Perspectives on Standards from a Literacy Teacher Educator Chapter 19 Teacher Educator Standards through the Educational Technology Lens Chapter 20 Voices: Alternative Routes to Licensure Chapter 21 Diversity Perspective Chapter 22 ATE Standards as a Guide for the Evolution of a Music Educator Chapter 23 Roles and Perspectives of State Directors of Teacher Education Chapter 24 ATE's Standards for Teacher Educators: A Tool to Clarify and Inform Teacher Educators' Professional Goals Part 25 Perspectives on Standards Chapter 26 The Role of Standards on the Educational Landscape: Perspectives on Standards for Teacher Educators Chapter 27 What Can Standards Do for Teacher Educators? Chapter 28 The Teacher Educator Standardss as a Foundation for Professional Self-Study Chapter 29 Be Careful of What You Ask for: Do We Really Want or Need Standards for Teacher Educators? Chapter 30 Afterword
