基本説明
Argues that teaching and teacher education are moral rather than technical or instrumental endeavors.
Full Description
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.
Contents
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
