Overcoming Fragmentation in Teacher Education Policy and Practice (Cambridge Education Research)

Cambridge University Press
Edition: Illustrated, 4/6/2017
EAN 9781316640791, ISBN10: 1316640795

Paperback, 264 pages, 24.4 x 17 x 1.5 cm
Language: English
Originally published in English

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. The need for greater coherence between the different aspects of teacher education has long been recognised. The 'universitization' of initial teacher education is sometimes perceived as widening the gap between theory and practice. In many countries there is no firm alignment between initial teacher education, induction and continuing professional development. Teacher education drivers are related to national systems and represent conflicting forces on teacher education institutions. Neoliberal policy initiatives have resulted in greater fragmentation. This book considers these issues in an international context and aims to identify directions for future research in relation to teacher education policy and practice.

1. History, Context and Overview
Implications for Teacher Education Policy, Practice and Future Research Brian Hudson, Pavel Zgaga
2. Emerging from somewhere
Student teachers, professional and the future of teacher education research Judith Harford and Peter Gray
3. Towards Induction
Training Mentors for New Teachers in Finland Hannele Niemi
4. Teacher Education in Poland
Towards Teachers' Career-Long Professional Learning Joanna Madalińska-Michalak
5. Swedish Teacher Education and the Issue of Fragmentation
Conditions for the Struggle over Academic Rigor and Professional Relevance Björn Åstrand
6. The Professional Standing of Teaching in Europe
Regulation or Relegation? Anthony Finn
7. Weaving the fabric
teaching and teacher education ecosystems Francesca Caena
8. Overcoming the fragmentation between research and practice
Managing and Mobilising the Professional Knowledge Base for Teachers Sarah Younie and Marilyn Leask
9. Reconceptualising Teacher Education for Equitable Learning Outcomes
Towards a Comprehensive Approach Kwame Akyeampong.