Teacher education in challenging times: lessons for professionalism, partnership and practice

Bamber, Philip M. and Moore, Jane C., eds. (2016) Teacher education in challenging times: lessons for professionalism, partnership and practice. Routledge Research in Teacher Education . Routledge. ISBN 9781138943360

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Abstract

Teacher education is experiencing a period of dramatic and arguably irrevocable change within a wider context of turbulence in the English education system. With contributions from a range of teacher educators and academics in the field, Teacher Education in Challenging Times presents sustainable, robust, and informed responses to the challenges posed by the current unrest in the education sector. This book considers the nature of teacher professionalism, the nurturing of truly collaborative partnerships between universities, schools and other agencies, and developments in practice with tangible impact for children and young people. Drawing on important research and illustrations of policy and practice from England and other countries, chapters present a series of counter-cultural ideas, principles and practices that respond to pressing challenges facing educators in a range of contexts. Positive and forward-looking, this book offers a robust defence of the present need for high-quality teacher education in challenging times. This book is a timely contribution to an international debate about the future of teacher educators and should be of key interest to academics, researchers and postgraduate students in the fields of teacher education, philosophy and sociology of education, policy and politics of education, and pedagogy. It will also appeal to a range of practitioners, including trainers, local authority officers, professional groups, educational service providers, and educational and school improvement consultants.

Item Type: Book
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Philippa Williams
Date Deposited: 12 Jan 2017 16:16
Last Modified: 12 Jan 2017 16:16
URI: http://hira.hope.ac.uk/id/eprint/1825

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