This book critically evaluates the dynamic landscape of teacher education on a global scale, delving into its recent advancements, innovations and emerging paradigms. This book is an essential read for anyone committed to fostering social justice and inclusive education and seeking to equip educators for the challenges of today's world.
This book critically evaluates the dynamic landscape of teacher education on a global scale, delving into its recent advancements, innovations and emerging paradigms. Recognizing the need to arm teachers with the capacity to address contemporary challenges, the authors emphasize inventive approaches within teacher education that can foster the ability to confront problems such as unprecedented inequality, resurgence of ultra-right movements, environmental crises and the interconnected dilemmas of today's world.
By analysing the intricacies, strengths, and limitations inherent in existing teacher education models, Dadvand, Lampert and Brooks and their contributors examine current frameworks and consider the potential and drawbacks in preparing educators to effectively tackle multifaceted challenges. The chapters focus on the opportunities and limitations presented by ongoing trends in Initial Teacher Education (ITE), particularly in relation to the most urgent issues of our time.
This valuable resource for educators, policymakers and researchers is an essential read for anyone committed to fostering social justice and inclusive education and seeking to equip educators for the challenges of today's world.
1. Reimagining Initial Teacher Education: Critical Perspectives and
Hopeful Futures Babak Dadvand, Jo Lampert, and Clare Brooks SECTION ONE:
CURRENT ITE DIRECTIONS IN TIMES OF GLOBAL DISRUPTION
2. OECD Narratives on
Teaching Quality: A Critical Discourse Analysis Izhak Berkovich and Pascale
Benoliel
3. Rethinking Initial Teacher Education: A Critical Examination of
the World Bank's Approach to Teacher Preparation in the Global South Joseph
C. Pesambili and Amy E. Stambach
4. One Day, All Children Will... Do What
Exactly? Interrogating the Ideological Assumptions and Implications of the
Teach For All Teacher Education Model Rolf Straubhaar
5. The Rise (and Fall)
of New Graduate Schools of Education in the United States Elizabeth Stringer
Keefe
6. Content Frameworks: New Forms of Accountability and Standardisation
in Initial Teacher Education Clare Brooks
7. Critical Perspectives on Teacher
Performance Assessments: Preparing Preservice Teachers for 'Classroom
Readiness' Jennifer Charteris and Sally Larsen
8. Teacher Education Reform
and the Reproduction of Social Inequality Jo Lampert, Amy McPherson, and Jane
Wilkinson
9. Reforms to School-University Partnerships Authority, Homogeny
and De-Professionalisation Lisa Murtagh SECTION TWO: HOPEFUL FUTURES FOR ITE
IN TIMES OF CRISIS
10. Confronting Post-Truth as Difficult Knowledge in
Initial Teacher Education: Reparative Pedagogies for Social Change Michalinos
Zembylas
11. Rethinking Critique in Teaching and Teacher Education in Times
of Crisis Babak Dadvand
12. Turning Decolonisation Policy into Practice in
Initial Teacher Education in Aotearoa New Zealand Fiona Ell and Hana
Turner-Adams
13. The Positive Impact of Codesigning with Indigenous
Communities in Preparing Teachers for Social Change Marnee Shay, Grace Sarra,
Jo Lampert, Jodie Miller, and Amy Thomson
14. Reflections on Critical
Conversations about Teacher Education/Refugee Education in Sweden and England
Joanna McIntyre and Sinikka Neuhaus
15. Teacher Education for Social Change
in Brazil: How Educators from the Landless Workers Movement Reflected on
their Experiences Júlio Emílio Diniz-Pereira
16. From Pockets of Hope and
Possibility to Interconnected Spaces of Agency: The Role of Teacher Educators
in Climate Change Education Elizabeth A. C. Rushton
17. Digital
Transformation as a Contemporary Challenge in (Teacher) Education: The Case
for Postdigital Professionality Norbert Pachler
18. Postscript: Persistence,
Solidarity, and the Work Ahead Clare Brooks, Babak Dadvand, and Jo Lampert
Babak Dadvand is a Senior Lecturer in Pedagogy, Professional Practice, and Teacher Education at La Trobe University, Australia. His research focuses on issues of equity and social justice in education, with a particular emphasis on preparing and supporting teachers to work in underserved and hard-to-staff school settings.
Jo Lampert is Professor of Teacher Education for Social Transformation and co-lead of Monash Universitys Education Workforce for the Future Impact Lab in Australia. Her research interests include initial teacher education for social justice, Indigenous education, and teaching in the hardest-to-staff schools.
Clare Brooks is a Professor of Education at the University of Cambridge, UK. Her research focuses on how policy influences access to teacher education for isolated communities, and on definitions of quality in teacher education. Clare was Pro-Director of Education and Professor of Education at UCLs Institute of Education (IOE) prior to joining Cambridge, where she currently leads the EdD programme.
