Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice

Sonst. Personen	Mifsud, Denise (Hrsg.); Day, Stephen P. (Hrsg.)
Titel	Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice
Quelle	(2023), (225 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2524-5562
ISBN	978-3-031-28619-3
Schlagwörter	Teacher Education; Career Development; Educational Practices; Policy Formation; Educational Policy; Preservice Teacher Education; Learning; Continuing Education; Foreign Countries; Professional Identity; Professional Autonomy; Leadership Training; Teacher Leadership; Principals; Teaching Skills; Canada; Hong Kong; United Kingdom (Scotland); Sweden; Russia + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Berufsentwicklung; Bildungspraxis; Politische Betätigung; Politics of education; Bildungspolitik; Lehramtsstudiengang; Lernen; Weiterbildung; Ausland; Berufsfreiheit; Führungslehre; Lehrerfunktionsstelle; Principal; Schulleiter; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kanada; Hongkong; Schweden; Russland
Abstract	This edited book provides a critical re-reading of the concept of teacher education, in addition to a re-thinking of the sole focus on Initial Teacher Education (ITE), with implications for education policy, theory, and practice. This book presents new investigations that explore the concept of teacher education from ITE to retirement and how this is being enacted within the various distinct European and international education contexts. It demonstrates teaching and teacher education as a deeply contested field within European education and within the different national contexts of Europe. Contributions in this book expose teacher education as a continuum of teacher learning that is set off from the beginning of the teachers' own schooling and continues throughout their entire teaching career. The chapters deal with various issues, namely teacher induction and mentoring; teacher agency; teachers as researchers; the role of the head teacher; schools as learning communities; and distinct ITE practices. It is intended for postgraduate students and researchers with an interest in teaching and teacher education, educational policies and politics, and educational philosophy, as well as practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01