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Acknowledgements; Endorsements; Contents; Editors and Contributors; 1 A Companion to Research in Teacher Education; 1.1 Introduction; 1.1.1 Models of Initial Teacher Education; 1.1.2 Research-Based Clinical Practice in Teacher Education; 1.1.3 Quality in Teacher Education in New Zealand; 1.1.4 Conclusion; 1.1.5 The Structure of a Companion to Research in Teacher Education; References; Becoming a Teacher: Teacher Education and Professionalism; Introduction; What is a Teacher?; The Professionalisation of Teaching; The Institutionalisation of Teacher Education
Teaching In/Teachers for the Twenty-First CenturyBy way of conclusion to this introduction to Part I, it is worth considering the current direction of travel in becoming a teacher. As we have already observed, teaching and teacher education continue to figure very prominently in political debate. The days of 'leaving it to the professionals' are certainly behind us, although the impact of this is far weaker in some contexts than in others.However at a time of ecological threat and of continuing References; 2 Developing the Thoughtful Practitioner; 2.1 Introduction
2.2 The Reflective Practitioner2.3 Reflection; 2.4 Perceived Strengths and Weaknesses of Reflective Practice as Concept; 2.5 Hannah Arendt; 2.6 Kant, Arendt and Judgement; 2.7 Implications for Reflective Practice; 2.8 A Developmental Approach to Teacher Reflective Judgement; References; 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career; 3.1 Introduction; 3.2 Variations in the Conditions for Teachers' Professional Learning; 3.3 Professional Life Phases: Characteristics and Trajectories
3.4 Learning to Build Identity in Classrooms and Schools in the First 7 Years: Schools Matter3.4.1 Professional Life Phase 0-3 Years-Learning Which Builds Identity and Classroom Competence; 3.4.2 Professional Life Phase 4-7 Years-Developing Professional Identity; 3.4.3 Pat's Story: The Leadership Effect; 3.5 Managing Tensions and Transitions in the Middle Years of Teaching: Teachers at the Crossroads; 3.5.1 Professional Life Phase 8-15 Years-Defining Work-Life Tensions; 3.5.2 Professional Life Phase 16-23 Years-Managing Work-Life Tensions
3.5.3 Alison's Story: Managing Personal and Professional Challenges3.6 Veteran Teachers: Adaptation, Regeneration and Hardiness; 3.6.1 Professional Life Phase 24-30 Years-Adjusting to Change; 3.6.2 Professional Life Phase 31+-Sustaining Commitment; 3.6.3 Andrew's Story; 3.7 Conclusions: Teacher Development, Retention and Renewal over a Career; References; 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge; 4.1 Introduction; 4.2 The Challenge of Linking Theory to Practice; 4.3 The Innovation of a Promising Assessment Approach-The Clinical Praxis Examination
Teaching In/Teachers for the Twenty-First CenturyBy way of conclusion to this introduction to Part I, it is worth considering the current direction of travel in becoming a teacher. As we have already observed, teaching and teacher education continue to figure very prominently in political debate. The days of 'leaving it to the professionals' are certainly behind us, although the impact of this is far weaker in some contexts than in others.However at a time of ecological threat and of continuing References; 2 Developing the Thoughtful Practitioner; 2.1 Introduction
2.2 The Reflective Practitioner2.3 Reflection; 2.4 Perceived Strengths and Weaknesses of Reflective Practice as Concept; 2.5 Hannah Arendt; 2.6 Kant, Arendt and Judgement; 2.7 Implications for Reflective Practice; 2.8 A Developmental Approach to Teacher Reflective Judgement; References; 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career; 3.1 Introduction; 3.2 Variations in the Conditions for Teachers' Professional Learning; 3.3 Professional Life Phases: Characteristics and Trajectories
3.4 Learning to Build Identity in Classrooms and Schools in the First 7 Years: Schools Matter3.4.1 Professional Life Phase 0-3 Years-Learning Which Builds Identity and Classroom Competence; 3.4.2 Professional Life Phase 4-7 Years-Developing Professional Identity; 3.4.3 Pat's Story: The Leadership Effect; 3.5 Managing Tensions and Transitions in the Middle Years of Teaching: Teachers at the Crossroads; 3.5.1 Professional Life Phase 8-15 Years-Defining Work-Life Tensions; 3.5.2 Professional Life Phase 16-23 Years-Managing Work-Life Tensions
3.5.3 Alison's Story: Managing Personal and Professional Challenges3.6 Veteran Teachers: Adaptation, Regeneration and Hardiness; 3.6.1 Professional Life Phase 24-30 Years-Adjusting to Change; 3.6.2 Professional Life Phase 31+-Sustaining Commitment; 3.6.3 Andrew's Story; 3.7 Conclusions: Teacher Development, Retention and Renewal over a Career; References; 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge; 4.1 Introduction; 4.2 The Challenge of Linking Theory to Practice; 4.3 The Innovation of a Promising Assessment Approach-The Clinical Praxis Examination