Knowledge, policy and practice in teacher education : a cross-national study : work carried out by an International Research Network of the World Education Research Association

Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, Mexico, Russia, South Korea and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach, and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have. "Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have."--Bloomsbury Publishing. "Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have."-- Provided by publisher Cover Half Title Series Title Copyright Dedication Contents Notes on Contributors Acknowledgements Foreword Part One Setting the Scene 1 Understanding Teacher Education Policy and Practice Cross-Nationally 2 The Significance of Teacher Education Part Two Country Cases 3 Knowledge, Policy and Practice in Learning Teaching in Australia 4 Learning to Teach in the Czech Republic: Reviewing Policy and Research Trends 5 Learning to Teach in England: Reviewing Policy and Research Trends 6 Learning to Teach in Finland: Historical Contingency and Professional Autonomy 7 Learning to Teach in Hong Kong 8 Learning to Teach in Israel: Reviewing Policy and Research Trends 9 Learning to Teach in Italy: Reviewing Policy and Research Trends 10 How Teachers Learn to Teach: The Impact of Teacher Reforms in Japan 11 Institutional Transformations, Knowledge and Research Traditions in Teacher Education in Mexico: A Review 12 Learning to Teach in Russia: A Review of Policy and Empirical Research 13 The Trajectory of Teacher Education in South Korea: A Review of Policy and Research 14 Institutional Transformations, Knowledge and Research Traditions in US Teacher Education Part Three Emergent Themes 15 Professional Knowledge and Theories of Teaching and Learning 16 The Interaction of Global and National Influences 17 What Future for Teacher Education? Index