Innovation in Teacher Education: Towards a Critical Re-Examination

Autor/inn/en	Ellis, Viv; Souto-Manning, Mariana; Turvey, Keith
Titel	Innovation in Teacher Education: Towards a Critical Re-Examination
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 1, S.2-14 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellis, Viv) ORCID (Souto-Manning, Mariana) ORCID (Turvey, Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1550602
Schlagwörter	Educational Innovation; Teacher Education; Social Mobility; Social Justice; Educational Change; Humanization + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Lehrerausbildung; Lehrerbildung; Soziale Mobilität; Soziale Gerechtigkeit; Bildungsreform; Humanisierung
Abstract	In the course of introducing a themed issue of the journal on "Innovation in Teacher Education', we lay out an argument for re-examining the meaning of innovation in the field, shifting it away from the dominance of the economistic and technological. Acknowledging its status as a 'buzzword', we distinguish between purposes for innovation and, in particular, between changes driven by arguments for social mobility and those driven by social justice and equity. Two imperatives for innovation underpinned by arguments for social justice and equity are identified: the concept of a 'teacher education debt', built on Ladson-Billings' more general notion of 'education debt'; and the humanization of learning, teaching and becoming a teacher as person-centred, relational practices. The final section of the article introduces each of the six papers in the context of the discussion in previous sections about these imperatives for change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01