内容

目次

Introduction. Preface. 1. Teacher Education in a New Millennium:Pressures and Possibilities; T. Townsend and R. Bates. Section One:Globalization and Diversity: Promise or Problem? 2. Learning and Leading in aGlobalized World: The Lessons from South Africa; J. Jansen. 3. The interplaybetween culture, teacher professionalism and teachers' professionaldevelopment at times of change; A.M. Al-Hinai. 4. Partnerships forprogressing cultural democracy in Teacher Education in Pacific IslandCountries; K. Helu Thaman. 5. The Treaty, the institution and the chalkface:an institution-wide project in teacher education; J. Greenwood and L. Brown.6. Where have all the teachers gone? Gone to be leaders, everyone; I. Reid,K. Brain and L. Comerford Boyes. Section Two: Standards and Accountability:What does it mean to be a Good Teacher and how can we make it happen? 7.Quality in Teacher Education: Seeking a Common Definition; D.G. Imig & S.R.Imig. 8. Standards and Professionalism: peace talks?; M. Newby. 9. Regulationand Autonomy in Teacher Education: System or Democracy?; R. Bates. 10.Globalisation and the reshaping of teacher professional culture: do we traincompetent technicians or informed players in the policy process?; L. Angus.11. Academics' Perceptions of Private University Establishment Standards andTeaching Quality; A. Bakioglu and O. Hacifazlioglu. Section Three: TeacherPreparation: Getting the Brightest and Making them the Best. 12. Mentoring inteacher education: an experience that makes a difference for fledglinguniversity students; B. Jane. 13. Exploring 'lifewide learning' as a vehiclefor shifting pre-service teachers' conceptions of teaching and learning; J.Ryan. 14. Productive Pedagogies: seeking a common vocabulary and frameworkfor talking about pedagogy with Pre-service teachers; D. Zyngier; 15. FromPerforming to Performance: Can the Repositioning of Teacher Candidates Createa Measurable Impact on Children's Achievement While Developing PositiveTeaching Dispositions?; R.P. Pelton. 16. Maori Student Retention and Success:Curriculum, Pedagogy and Relationships; R. Gorinski and G. Abernethy. 17. TheEffectiveness of Teacher Preparation Programs in Jordan: A Case Study; M.Al-Weher and M. Abu-Jaber. 18. Mentoring as the Key to a Successful StudentTeaching Practicum: A Comparative Analysis; L. Pungur.19. PreparingPreservice Teachers and Meeting the Diversity Challenge through StructuredService-Learning and Field Experiences in Urban Schools; T.C. Davis and B.Moely. 20. Teaching Internships and the Learning Community; L. Carpenter andB. Blance. Section Four: Teacher Induction: From Neophyte to Professional inthree easy steps. 21. Workplace Contexts of New Teachers: An AmericanTradition of "Paying One's Dues"; I. Riggs and R. Sandlin. 22. Re-thinkingthe Basis for "High Quality" Teaching: Teacher Preparation in Communities;H.J. McLaughlin and G. E. Burnaford. 23. The Transition Process: The EarlyYears of Being a Teacher; Z.O. Wanzare. 24. The Knowledge Building CommunityProgram: A Partnership for Progress in Teacher Education; J. Kiggins and B.Cambourne. 25. Newly Qualified Teachers in Hong Kong: ProfessionalDevelopment or Meeting One's Fate?; V. Forrester and J. Draper. 26. Meetingthe Standard? The New Teacher Induction Scheme in Scotland; J. Draper, F.Christie and J. O'Brien. Section Five: Continuous Development of Teachers:The Challenge to Change; 27. Teacher professional learning, teaching practiceand student learning outcomes: Important issues; M. Meiers. 28. Defining themeaning of Teacher Success in Hong Kong; C. May Hung, A. Kit Oi, P. King Cheeand C. Lai Man. 29. Networked Learning Communities: Joined Up Working?; I.Reid, K. Brain and L. Comerford Boyes. 30. Lesson study: An opportunity forteacher led professional development; C. Podhorsky and D. Fisher. 31. AnAlternative Approach to CPD: an Evaluation of the Impact on Individual andInstitutional Development of an action learning programme run in partnershipby an HE institution and a Sixth Form College; M. Aiello and K. Watson. 32.Building leadership capability through professional development: A NewZealand Case Study Analysis; R. Gorinski. 33. A case study: The dilemmas ofbiculturalism in education policy and art education practice in Aotearoa-NewZealand; J. Smith. 34. Professional development through transformation:Linking two assessment models of teachers' reflective thinking and practice;H. Tse. 35. Action Research and Tacit Knowledge: a Case of the ProjectApproach; A.A.M. Yip. 36. The impact of a collaborative model for curriculumrestructuring on teachers' professional growth; M. Taplin, D. Ng Fung Pingand H. Fuqian. 37. Teacher educators' collaborative inquiry in a context ofeducational innovation in China - A case study of RICH as a learningcommunity for teacher educators; D. Ying. Section Six: The ReflectivePractitioner: The Way Forward. 38. Participation and the Question ofKnowledge; N. Hooley. 39. Understanding the social self: the role andimportance of reflexivity in schoolteachers' professional learning; A. Moore.40. Teachers as leaders: building a knowledge base of practice throughresearching practice; J. Loughran. 41. School Reform and Transitions inTeacher Professionalism and Identity; C. Day. 42. Teachers Engaging inResearch as Professional Development; E. Honan. Section Seven: The Impact ofTechnology: Tool of the Trade or the Terror for Teachers? 43. ICTs andTomorrow's Teachers: Informing and Improving the ICT UndergraduateExperience;G. Russell and G. Finger. 44. Webfolios: Authentic assessment ofState and Accreditation Standards; P. Gathercoal, J. Crowe, S. Karayan, T.McCambridge, S. Maliski, D.O. Love and G. McKean. 45. Collaborative OnlineProjects in a Global Community; M. Wells. 46. Creating thinkingprofessionals: Teaching and Learning about professional practice usinginteractive technology; M. Waniganayake, S. Wilks and R. Linser. 47. Thecomplexities of learning to teach: "Just what is it that I am doing?"; C.Gardner and J. Williamson. 48. Pre-Service Teachers Self-Perceptions of ICTE:An Australian Perspective; G. Russell and G. Romeo. AFTERWORD. 49. TheFuture of Teacher Education: challenges and opportunities; R. Bates and T.Townsend. APPENDICES. The editors. Information about the authors. Index.