Transforming Teacher Education: What Went Wrong with Teacher Training, and How We Can Fix It

by Valerie Hill-Jackson (Editor), Chance W. Lewis (Editor), Peter McLaren (Foreword)

“Provocative, insightful, precise, and vital to our profession. Those whose lives intersect with teacher education will understand that this ‘must read’ text does more than merely encourage a transformative moment―it insists that a critical transformation is essential for the very survival of teacher education.”―David Whaley, Associate Dean and Director of Teacher Education, College of Human Sciences, Iowa State University

“This volume is the one of most comprehensive and deeply analytical works on teacher preparation to appear in decades. As a teacher educator, I deeply appreciate this thoughtful and critical examination of the issues, dilemmas, and trenchant problems of teaching and teacher education in America. This is a work well worth reading!”―Peter C. Murrell, Jr., Founding Dean, School of Education, and Professor of Educational Psychology, Loyola University Maryland

“Teachers, prospective teachers, educational planners, and policy-makers will all benefit from engaging this book. Hopefully they will engage the chapters with open minds, and begin to challenge ‘business as usual’ approaches to teacher education.” –Peter McLaren, University of California, Los Angeles

In this book, 12 distinguished scholars provide a hard-hitting, thoroughly researched, historical and theoretical critique of our schools of education, and offer clear recommendations on what must be done to ensure all children can achieve their potential, and contribute to a vibrant, democratic society.

Genres: Education

288 pages, Paperback

First published April 1, 2010

Reviews

[Carrie · Rating 2 out of 5]

Gave me some very good ideas.

[Kathy Hoover · Rating 5 out of 5]

I love the way the book is set up with multiple authors. Having multiple authors gives multiple perspectives. I really liked the Darling-Hammond piece in Chapter Eight. There needs to be a stronger connect between colleges/universities not only in initial teacher training but especially in professional development. I am an advocate for teachers being able to access freely and get professional development credit for taking classes on an ongoing basis at higher level institutions across the board. I mean, doesn't that make sense? In addition, I know some education professors who haven't stepped foot in the field in a very long time. But, they know a great deal about educational research. Why not partner up with teachers who are motivated. Perhaps, even trade places???

Kathy Hoover