What does the best teacher education program look like? How should we look at the area of attracting the best teachers at teacher education program and at the schools? How should we look at the area of recruitment into teacher education at different stages of a teachers career and into the teaching profession? This book answers these questions, demonstrating that policy, professionalism, and pedagogy are integral to the development of the best teachers that our students deserve. The empirical quantitative and qualitative studies and narratives presented in this volume show that strong analyses are needed to drive decisions on policy and practice.
Contributors are: Tania Alonso-Sainz, Satya Samhita Balanagu, Aimie Brennan, Angela Canny, Bee Leng Chua, Stefanie Yen Leng Chye, Kurt Clausen, Melanie Nķ Dhuinn, Reina Ferrįndez-Berrueco, Maria Assunēćo Flores, Marilde Queiroz Guedes, Rosalyn Hyde, Tandeep Kaur, Mary Knight, Jennifer Liston, Erika Löfström, Ee Ling Low, Joanna Madalinska-Michalak, Suzanne OKeeffe, Diana Petrarca, Mark Prendergast, Lucķa Sįnchez-Tarazaga, Paola Sangster, Bianca Thoilliez, Luķs Tinoca and Shirley Van Nuland.
| Preface |
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List of Figures and Tables |
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| Notes on Contributors |
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| Introduction: Recruiting and Educating the Best Teachers |
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1 | (14) |
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Joanna Madalinska-Michalak |
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PART 1 Policy in Recruiting and Educating the Best Teachers |
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1 Policy and Quality: Comparing National Level Influences on the Professional Status, Initial Education, Recruitment and Transition into Work of Teachers |
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15 | (24) |
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Joanna Madalinska-Michalak |
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2 Power and Policy: Recruiting and Educating the Best Teachers Using Empowering Research Designs |
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39 | (18) |
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3 National Teacher Education Policies and Their Alignment with International Guidelines: Examples from Brazil and Portugal |
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57 | (19) |
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4 France as a Deviating Case from Global Reforms on Teacher Recruitment |
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76 | (15) |
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5 Teacher Competences and Professional Identity under Construction: Initial Teacher Education for Secondary School Teachers in Spain |
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91 | (18) |
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6 Addressing the Gender Gap in Primary Education in Scotland: Where Are We and Where Should We Be Going? |
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109 | (20) |
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PART 2 Developing and Educating the Best Teachers: Pedagogy and Professionalism |
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7 The (Re)shaping and (Re)constructing of Teacher Education in Ontario, Canada |
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129 | (25) |
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8 Rethinking Employment-Led Teacher Preparation as Apprenticeship |
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154 | (16) |
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9 The Position of Foundation Studies in Teacher Education: A Policy-Practice Disconnect |
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170 | (19) |
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10 Rethinking Teacher Education in the Singapore Context |
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189 | (20) |
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11 Digital Portfolios in Teacher Education: Development of Future-Ready Autonomous Thinking Teachers |
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209 | (17) |
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12 Exploring Reflective Practice in an Initial Teacher Education Program in Ireland |
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226 | (31) |
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Lessons Learnt: Recruiting and Educating the Best Teachers: Policy, Professionalism and Pedagogy |
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247 | (10) |
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| Index |
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257 | |
Joanna Madalinska-Michalak, Ph.D. (2002), is a Full Professor at University of Warsaw, Poland, and Honorary Professor at Aarhus University, Denmark. She serves as an expert for European Commission Jean Monnet programme. She is a past Chair of TEPE Network (20162020). She has published extensively on teacher education, teacher professional development, and leadership.
Maria Assunēćo Flores, Ph.D. (2002), works at the University of Minho, Portugal. She is Director of the Research Centre on Child Studies and co-editor of the European Journal of Teacher Education. She has published extensively on the topics of teacher education, teacher professional development, leadership, curriculum, assessment and higher education.
Ee Ling Low, Ph.D. (1998), University of Cambridge, UK, is Dean, Academic and Faculty Affairs and the immediate past Dean, Teacher Education at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She is an internationally renowned expert in Teacher Education and World Englishes.
Shirley Van Nuland, Ph.D. (1998), University of Toronto, Canada, is an Adjunct Professor and past Associate Professor and Academic Lead at the Faculty of Education, University of Ontario Institute of Technology. She researches teacher education, standards and ethical codes as these intersect lives of teachers.
