Transforming Teacher Education

Lessons in Professional Development

Hugh T. Sockett, Elizabeth K. DeMulder, Pamela C. LePage , Diane R. Wood

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Hardback

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English

Praeger Publishers Inc
30 September 2001

Teacher assessment; Teacher training

Teacher professional development requires a dynamic vision of education. The authors argue that teaching and teacher education are moral rather than technical or instrumental endeavors, and describe a highly innovative master's program for practicing teachers founded in 1992. By describing important aspects of the program, the authors demonstrate that a moral vision can be enacted in practice, despite many constraints and challenges. They also show that any serious attempt to change practice will, of course, be unwieldy, contentious, and subject to sudden shocks and reversals as well as successes.

The work also provides a compelling and detailed account of the institutional and political conditions in higher education that militate against innovations in teacher education and professional development. Authors of the chapters include the former director of the innovation, the faculty who were involved in teaching and administering the program, and teachers who studied with them. Each chapter examines the practices pedagogically, ideologically, morally, and professionally through the perspectives of people intimately involved with the program.

Edited by: Hugh T. Sockett, Elizabeth K. DeMulder, Pamela C. LePage, Diane R. Wood
Imprint: Praeger Publishers Inc
Country of Publication: United States
Dimensions: Height: 229mm, Width: 152mm, Spine: 19mm
Weight: 571g
ISBN: 9780897897907
ISBN 10: 0897897900
Pages: 272
Publication Date: 30 September 2001
Recommended Age: From 7 to 17 years
Audience: College/higher education , Professional and scholarly , Professional & Vocational , A / AS level , Further / Higher Education
Format: Hardback
Publisher's Status: Active

"Preface Foreword by David Hansen Transforming Teacher Education by Hugh T. Sockett From Educational Rhetoric to Program Reality by Hugh T. Sockett and Pamela C. LePage Curriculum and Pedagogy Teacher as Citizen: Professional Development and Democratic Responsibility by Diane R. Wood Talking to Learn: A Pedagogy both Obvious and Obscure by Ann Sevik Teachers in School-based Teams: Contesting Isolation in Schools by Sharon Gerow Improving Children's Learning Complexity in Morally Grounded Practice by Elizabeth K. DeMulder, Ann Cricchi, and Hugh T. Sockett Through the Eyes of the Child by Rita Goss and Kristin Stapor Illuminating Knowledge: Three Modes of Inquiry by Deborah Bernard and Deborah Courter-Folly Diversity and Dialogue Culture Clash: Teacher and Student Identities and the Procession Toward Freedom by Mark A. Hicks No More ""Making Nice"" by Donna Schmidt, Renee Sharp, and Tracy Stephens Toward a Common Goal: Teachers and Immigrant Families in Dialogue by Elizabeth K. DeMulder and Leo Rigsby Framing Professional Critique Sustaining the Moral Framework: Tensions and Opportunities for Faculty by Pamela C. LePage The Standards of Learning: One Teacher's Journey Through State-Mandated Curriculum by Margaret Kaminsky Leading A Transformative Innovation: The Acceptance of Despair by Hugh T. Sockett References Appendix A Index"

HUGH T. SOCKETT is Professor of Education at George Mason University. ELIZABETH K. DEMULDER is Associate Professor of Initiatives in Educational Transformation in the Graduate School of Education at George Mason University. PAMELA C. LEPAGE is Assistant Professor of Initiatives in Educational Transformation in the Graduate School of Education at George Mason University. DIANE R. WOOD is Assistant Professor of Educational Leadership in the College of Education and Human Development at the University of Southern Maine.

Reviews for Transforming Teacher Education: Lessons in Professional Development

This wide-ranging, spirited book will be of interest to anyone who wants to learn more about the inner workings of educational reform. With teacher development as their prime focus, the authors attend to every aspect of reform. They describe the vision that guided their effort, their attempts to build a supportive institutional structure, their curricular and pedagogical undertakings, and their attempts to communicate and collaborate with the many persons who cross the stage of the drama they describe. Any reader who follows their account to the end will no longer be able to think about educational reform, especially in teacher education, in quite the same way. David Hansen, from the foreword