Dialogue and Difference in a Teacher Education Program

A 16Year Sociocultural Study of a Professional Development School

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Leadership
Cover of the book Dialogue and Difference in a Teacher Education Program by Marilyn JohnstonParsons, Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Marilyn JohnstonParsons ISBN: 9781617357671
Publisher: Information Age Publishing Publication: May 1, 2012
Imprint: Information Age Publishing Language: English
Author: Marilyn JohnstonParsons
ISBN: 9781617357671
Publisher: Information Age Publishing
Publication: May 1, 2012
Imprint: Information Age Publishing
Language: English

This book is a longitudinal study of a 10year experimental teacher education program. Followup studies and writing continued for 6 years after the program closed. This case study describes a search for effective and socially just practices within a longterm reform initiative intended to prepare teachers for urban schools. The program was run through a Professional Development Schoola collaboration between a university program and a diverse group of practicing teachers; and the book was written collaboratively by many of the participants—faculty, mentor teachers, doctoral students, and teacher candidates/graduates. There are few longitudinal studies of teacher education programs, especially ones that focus on what was learned and told by those who did the learning. The narratives here are rich, diverse, and multivocal. They capture the complexity of a reform initiative conducted within a democratic context. It’s difficult, messy and as varied as is democracy itself. The program was framed by a sociocultural perspective and the focus was on learning through difference. Dialogue across difference, which is more than just talk, was both the method for doing research and the means for learning. The program described here began in the ferment of teacher education reform in the early 1990s, responding to the critics of the mid1980s; and this account of it is finished at a time when teacher education is again under attack from a different direction. Criticized earlier for being too progressive, teacher education is now seen as too conservative. The longitudinal results of this program show high retention rates and ground the argument that quality teacher preparation programs for teaching in urban schools may well be cost effective, as well as provide increased student learning. This is counter to the current move to shorten teacher preparation programs, at a time of low teacher retention in our under resourced urban schools. The book does not advocate a model for teacher education, but it aims to provide principles for practice that include school/university collaboration, democratic dialogue across differences, and inquiry as a way to guide reform.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book is a longitudinal study of a 10year experimental teacher education program. Followup studies and writing continued for 6 years after the program closed. This case study describes a search for effective and socially just practices within a longterm reform initiative intended to prepare teachers for urban schools. The program was run through a Professional Development Schoola collaboration between a university program and a diverse group of practicing teachers; and the book was written collaboratively by many of the participants—faculty, mentor teachers, doctoral students, and teacher candidates/graduates. There are few longitudinal studies of teacher education programs, especially ones that focus on what was learned and told by those who did the learning. The narratives here are rich, diverse, and multivocal. They capture the complexity of a reform initiative conducted within a democratic context. It’s difficult, messy and as varied as is democracy itself. The program was framed by a sociocultural perspective and the focus was on learning through difference. Dialogue across difference, which is more than just talk, was both the method for doing research and the means for learning. The program described here began in the ferment of teacher education reform in the early 1990s, responding to the critics of the mid1980s; and this account of it is finished at a time when teacher education is again under attack from a different direction. Criticized earlier for being too progressive, teacher education is now seen as too conservative. The longitudinal results of this program show high retention rates and ground the argument that quality teacher preparation programs for teaching in urban schools may well be cost effective, as well as provide increased student learning. This is counter to the current move to shorten teacher preparation programs, at a time of low teacher retention in our under resourced urban schools. The book does not advocate a model for teacher education, but it aims to provide principles for practice that include school/university collaboration, democratic dialogue across differences, and inquiry as a way to guide reform.

More books from Information Age Publishing

Cover of the book The Method of Imagination by Marilyn JohnstonParsons
Cover of the book Within Reach by Marilyn JohnstonParsons
Cover of the book Reading the Signs by Marilyn JohnstonParsons
Cover of the book Narrative Inquiries of School Reform by Marilyn JohnstonParsons
Cover of the book ServiceeLearning by Marilyn JohnstonParsons
Cover of the book Gender, Communication, and the Leadership Gap by Marilyn JohnstonParsons
Cover of the book Evaluating Electronic Portfolios in Teacher Education by Marilyn JohnstonParsons
Cover of the book Technology and Assessment by Marilyn JohnstonParsons
Cover of the book The Varieties of Leadership at Novarum Pharmaceuticals by Marilyn JohnstonParsons
Cover of the book Reflecting the World by Marilyn JohnstonParsons
Cover of the book Strategic Reward Management by Marilyn JohnstonParsons
Cover of the book Evaluating Technology in Teacher Education by Marilyn JohnstonParsons
Cover of the book Recent Innovations in Educational Technology that Facilitate Student Learning by Marilyn JohnstonParsons
Cover of the book Emerging Perspectives on Organizational Justice and Ethics by Marilyn JohnstonParsons
Cover of the book Critical Qualitative Research in Second Language Studies by Marilyn JohnstonParsons
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy