This book critically evaluates the dynamic landscape of teacher education on a global scale, delving into its recent advancements, innovations, and emerging paradigms. Recognizing the need to arm teachers with the capacity to address contemporary challenges, the authors emphasize inventive approaches within teacher education that can foster the ability to confront problems such as unprecedented inequality, resurgence of ultra-right movements, environmental crises, and the interconnected dilemmas of today's world.
By analysing the intricacies, strengths, and limitations inherent in existing teacher education models, Dadvand, Lampert, and Brooks and their contributors examine current frameworks and consider the potential and drawbacks in preparing educators to effectively tackle multifaceted challenges. The chapters focus on the opportunities and limitations presented by ongoing trends in Initial Teacher Education, particularly in relation to the most urgent issues of our time.
This valuable resource for educators, policymakers, and researchers is an essential read for anyone committed to fostering social justice and inclusive education and seeking to equip educators for the challenges of today's world.
Table of Contents:
1. Reimagining Initial Teacher Education: Critical Perspectives and Hopeful Futures Babak Dadvand, Jo Lampert, and Clare Brooks SECTION ONE: CURRENT ITE DIRECTIONS IN TIMES OF GLOBAL DISRUPTION 2. OECD Narratives on Teaching Quality: A Critical Discourse Analysis Izhak Berkovich and Pascale Benoliel 3. Rethinking Initial Teacher Education: A Critical Examination of the World Bank's Approach to Teacher Preparation in the Global South Joseph C. Pesambili and Amy E. Stambach 4. “One Day, All Children Will... Do What Exactly?” Interrogating the Ideological Assumptions and Implications of the Teach For All Teacher Education Model Rolf Straubhaar 5. The Rise (and Fall) of New Graduate Schools of Education in the United States Elizabeth Stringer Keefe 6. Content Frameworks: New Forms of Accountability and Standardisation in Initial Teacher Education Clare Brooks 7. Critical Perspectives on Teacher Performance Assessments: Preparing Preservice Teachers for 'Classroom Readiness' Jennifer Charteris and Sally Larsen 8. Teacher Education Reform and the Reproduction of Social Inequality Jo Lampert, Amy McPherson, and Jane Wilkinson 9. Reforms to School-University Partnerships – Authority, Homogeny and De-Professionalisation Lisa Murtagh SECTION TWO: HOPEFUL FUTURES FOR ITE IN TIMES OF CRISIS 10. Confronting Post-Truth as Difficult Knowledge in Initial Teacher Education: Reparative Pedagogies for Social Change Michalinos Zembylas 11. Rethinking Critique in Teaching and Teacher Education in Times of Crisis Babak Dadvand 12. Turning Decolonisation Policy into Practice in Initial Teacher Education in Aotearoa New Zealand Fiona Ell and Hana Turner-Adams 13. The Positive Impact of Codesigning with Indigenous Communities in Preparing Teachers for Social Change Marnee Shay, Grace Sarra, Jo Lampert, Jodie Miller, and Amy Thomson 14. Reflections on Critical Conversations about Teacher Education/Refugee Education in Sweden and England Joanna McIntyre and Sinikka Neuhaus 15. Teacher Education for Social Change in Brazil: How Educators from the Landless Workers Movement Reflected on their Experiences Júlio Emílio Diniz-Pereira 16. From Pockets of Hope and Possibility to Interconnected Spaces of Agency: The Role of Teacher Educators in Climate Change Education Elizabeth A. C. Rushton 17. Digital Transformation as a Contemporary Challenge in (Teacher) Education: The Case for Postdigital Professionality Norbert Pachler 18. Postscript: Persistence, Solidarity, and the Work Ahead Clare Brooks, Babak Dadvand, and Jo Lampert
About the Author :
Babak Dadvand is Senior Lecturer in Pedagogy, Professional Practice, and Teacher Education at La Trobe University, Australia. His research focuses on issues of equity and social justice in education, with a particular emphasis on preparing and supporting teachers to work in underserved and hard-to-staff school settings.
Jo Lampert is Professor of Teacher Education for Social Transformation and co-lead of Monash University’s Education Workforce for the Future Impact Lab in Australia. Her research interests include initial teacher education for social justice, Indigenous education, and teaching in the hardest-to-staff schools.
Clare Brooks is a Professor of Education at the University of Cambridge, UK. Her research focuses on how policy influences access to teacher education for isolated communities and on definitions of quality in teacher education. Clare was Pro-Director of Education and Professor of Education at UCL’s Institute of Education (IOE) prior to joining Cambridge, where she currently leads the EdD programme.
