Teacher Education and Research: Imagining Teacher Education between Past and Future

Autor/in	Callejo Perez, David M.
Titel	Teacher Education and Research: Imagining Teacher Education between Past and Future
Quelle	In: American Educational History Journal, 35 (2008) 1, S.19-40 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Stellungnahme; Teacher Education; Schools of Education; Teacher Education Programs; Educational Research; School Culture; Social Change; Educational Change; Personal Narratives; Teacher Educators; Federal Legislation; Qualitative Research; Scientific Methodology; Researchers; Professional Development; Higher Education + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Erziehungswissenschaftliche Fakultät; Bildungsforschung; Pädagogische Forschung; Schulkultur; Schulleben; Sozialer Wandel; Bildungsreform; Erlebniserzählung; Teacher education; Education; Bundesrecht; Qualitative Forschung; Researcher; Forscher; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Today, there are critics of teacher education who believe that the system itself is archaic. These critics say that "schools of education" are by their very nature incapable of educating teachers. They say there is nothing worth preserving in them. In this paper, the author proposes that teacher education should engender a set of experiences that extends beyond subject areas and methods; a model for critical education that reaps from their personal narratives (historical/place-based) to understand the contradictions in the context of schooling; and promote social change within the educational system and the school culture itself. This implies addressing the social and historical contexts of education. This paper is divided into three parts that address the negative impact of research on teacher education and how teacher educators need to reinvent themselves by examining their past. First, the author discusses and critiques educational research; second, he examines possibilities and hopes for teacher education reform; and third, he provides suggestions to create a "public space" for teacher education programs. (Contains 2 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10