Developing Outstanding Practice in School-Based Teacher Education.

Cover -- Half-title -- Title page -- Copyright information -- Table of contents -- Foreword -- About the series editor and book editors -- List of contributors -- Acknowledgements -- List of abbreviations -- Chapter 1 To train or to educate a new generation of teachers? -- Introduction -- Teacher educators -- Training or education? -- Different models of teacher education -- Part A Personal challenges -- Chapter 2 More than just a teacher: the identity of teacher educators -- Introduction -- Identity of teacher educators -- Not all teachers are teacher educators -- But all teacher educators are teachers -- Some are lecturers in higher education -- While some are school-based teacher educators and mentors -- Teacher educators as researchers? -- Good teachers need good teacher educators -- Chapter 3 How can I develop outstanding teachers? -- Introduction -- The nature of teacher education -- Four issues impacting on the pedagogy of teacher education -- The lack of a knowledge base -- Learning to teach: the student teacher perspective -- The dual role -- The theory/practice divide -- A constructivist approach to the pedagogy of teacher education -- Personal inquiry and investigation -- Reflection -- Explicit modelling -- Chapter 4 Do I need an academic identity? -- Do I need an academic identity? -- What do we mean by an academic identity? -- What benefit can the development of an academic identity bring to teacher educators? -- How might an academic identity be developed? -- Find something you are passionate about and focus your academic work on it -- Start to read and write -- Find an academic community with similar values and interests to your own and become part of it -- Share what you know with the wider academic community -- Part B Institutional models -- Chapter 5 What does outstanding school-based teacher education look like?.

What do we mean by outstanding practice in student teachers? -- What does outstanding provision of teacher education look like? -- Ways in which collaborative partnerships bring about outstanding provision -- Researching and evaluating the impact of our provision -- Chapter 6 What pedagogical approach is needed in school-led training to develop outstanding teachers? -- Step 1 - Define -- Step 2 - Discovery: identifying the best of what already works -- Step 3 - Dream: what might be? - envisioning the results -- Step 4 - Design -- Step 5 - Delivery -- Chapter 7 What can we learn from a school-centred model in England? -- Introduction -- Setting an ethos of high aspiration -- Building an effective learning community -- Developing student teachers as reflective practitioners -- Evaluating the impact of teacher education -- Chapter 8 What can we learn from the shift towards a more school-centred model in the Netherlands? -- Being a teacher educator in the Netherlands: a short overview -- The roles of teacher educators in school -- Mentors: teacher educators modelling their teaching -- The collaborative mentoring approach -- References -- Index.

A concise and critical text designed to help the growing group of school-based teacher educators and those based in higher education develop excellent professional practice across their institutions.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.