ken zeichner

This chapter provides an overview of (1) the current situation concerning teacher professional development (TPD) programs through studies referring to existing challenges; (2) the TPD programs under discussion that have been implemented during the last three years (2018-2021) in the context of European projects, including their structure and descriptions of the educational content; (3) teachers' views and feedback concerning the TPD program they attended, based on a specific evaluation framework, with focus on issues relevant to emerging technologies. The researchers provide directions towards an effective framework for horizontal TPD programs targeting large numbers of teachers, aiming to allow them to gain the appropriate knowledge and skills in order to integrate emerging technologies as concepts in interdisciplinary STE(A)M-based instructional scenarios, especially in the levels of Secondary general (Gymnasium and Lyceum in Greece) and (post)secondary vocational education (EPAL and IEK in Greece).

The article addresses teacher education to teach successfully in schools in Historically Marginalized Communities. In order to do that, the author explains, first of all, this concept and delves into the duality of private and public funding in education. To achieve the optimistic future he foresees, the structure of funding must change. The author also exposes two major pathways to democratic teacher education: doing a better job in preparing teachers from outside historically marginalized communities in teaching students in culturally responsive and sustaining ways and doing a better job of recruiting, preparing, and retaining teachers who live in these communities to stay there and teach. Finally, an outline of what needs to be done is presented.

[Abstract]The teaching identities of student teachers were developed using the concept of third space. This paper exhibits an experiment in applying the third space concept to traditional five-year program for the pre-service teacher education participated in by 10 fifth-year student teachers majoring in elementary education. Professors and cooperating teachers also participated in the training program on the third space concept. Data was collected through participant observation and evaluated by the researcher, professors, and cooperating teachers. We found that student teachers created their teaching identities. We concluded that the third space concept should be adapted to teacher education programs in Thailand.[Keywords] pre-service teacher education; the third space; teaching identities; student teachersIntroductionThe Board of Teacher Education Review was established in 2005 to assure professional standards of teaching for all teachers in Thailand. All teacher education institutions have to apply professional teaching standards to designing curriculum, planning curriculum, and teaching strategies. Moreover, they have to apply standards from the office of the higher education commission. Teacher education programs developed seem to follow the prescribed standards, and offer a five-year program. In this program, student teachers must teach in a school full-time for one year. The certificates and the approval process are examined by the Board of Teacher Education Review for their alignment with the professional teaching standards.Research from The Board of Teacher Education Review (2009-2011) found the teacher education institutions have been teaching these teacher training skills and that student teachers only comply with cooperating teachers. The issue concerns the absence of theoretical, pedagogical knowledge, and the critical thinking skills in teacher education programs. According to Thongthew (2011), the certificates and the approval process are the most essential means for determining whether teachers have acquired "teacher professional standards". These standards have been criticized by The Board of Teacher Education Review as the cause for the radical shift to mere teacher training skills as prescribed by the nine categories of Professional Teaching Standards.The "Professional Standards" have ruled over the teacher training curriculum. The tendency to intellectual inquiry, the very element that allows teachers to engage in the deliberate search to extend knowledge in pedagogic principles and to solve complex issues in education, has been reduced to only training skills. Thongthew also argued that to be effective as a teacher, one must not only comply with the professional teaching standards, but also engage in research that relates his or her study to the understanding of the social context as well as teacher ideology. To reach the balance between such intellectual inquiry and the required teaching competencies essential for the routine tasks of teaching, teacher education programs in Thailand must be reconstructed to offer room for more reflective practices.Student teachers can teach in schools but they often cannot make connections between theory from the university and practice from the school components of programs. Student teachers normally copy either their professors or cooperating teachers' ideas and teaching styles. The professors or cooperating teachers dominate student teachers. However, the development of their teaching identities is very crucial to be successful in a teaching profession. In the real classroom, there are many approaches to designing, planning, and teaching a class; each of them has advantages and disadvantages depending on circumstances in the class. There is no single approach fitting all situations; therefore, a student teacher needs to be able to develop a teaching plan based on classroom environments, content, and a class's schedule. …

Im Laufe der Entwicklung der Lehrerausbildung in den USA gab es drei verschiedene Paradigmen zu ihrer Entwicklung. Der Professionalisierungsansatz zielt auf die Ausarbeitung einer Wissensbasis für das Unterrichten in Form von Kompetenzen oder Standards. Damit wurden die professionellen, berufsbezogenen Inhalte der Lehrerbildung hervorgehoben. Der Deregulierungsansatz hebt dagegen die Bedeutung der zu studierenden Fächer bzw. Unterrichtsinhalte sowie die sprachliche Kompetenz des Lehrers hervor. Der dritte Ansatz - das Paradigma der sozialen Gerechtigkeit - stellt die Aufgabe der Entwicklung eines soziokulturellen Bewusstseins und interkultureller Kompetenzen beim Lehrer in den Mittelpunkt. Der Autor erörtert diese drei Paradigmen zur Lehrerexpertise in den Vereinigten Staaten und macht deutlich, wie sie jeweils die Diskussion um Reformbestrebungen in der Lehrerausbildung beeinflusst haben. (DIPF/Sch.)

Throughout the history of formal teacher education in the United States, clinical experience has been identified as the key component in a teacher education program upon which all other aspects of teacher preparation depend. For example, James Conant (1963), in a widely influential study of teacher education in the United States, identified clinical experiences as the “one indisputably essential element in professional education” (p. 142). Beginning with the American Association of Teachers Colleges’ (ATC) 1948 report School and Community Laboratory Experiences in Teacher Education, published around the time teacher education programs in the United States began to utilize public school classrooms as sites for clinical experiences, papers and reports have continued to appear on a regular basis from major teacher education organizations and scholars emphasizing the importance of clinical experiences and presenting a variety of visions of high-quality clinical teacher education (e.g., AACTE, 2018; AST, 1965; Ball & Cohen, 1999; Byrd & McIntyre, 2016; CSSO, 2012; Dewey, 1903/1965; Flessner & Lecklider, 2017; Goodlad, 1990; Holmes Group, 2007; NCATE, 2010). This special issue includes nine articles that examine a variety of issues related to clinical teacher education and school-university partnerships. They are (a) a conceptual paper offering a synthesis and future directions for clinical practice; (b) a study that proposes the expansion of the concept of “boundary-spanning” teacher education to include adolescent students and teacher candidates; (c) a paper that describes a teacher residency for urban elementary and middle grades teachers; (d) an analysis of clinical experiences in one state within the context of a statewide conceptual framework for clinical practice and partnerships; (e) a study of how clinical experiences in one program impacted teacher candidates’ beliefs about teaching diverse learners; (f) an analysis of mentor-teacher roles and how mentor teachers are prepared for their work; (g) an examination of how elementary school pupils view the value of teacher candidates in their classrooms; (h) a study of collaborative mentoring in the context of examining video recordings of teacher-candidate teaching practices; and (i) a study of an embedded internship in the context of a partnership with a local school district. There is no doubt that improving the quality of clinical teacher education and the study of the relationships between the quality of clinical experiences and their impact on teacher learning and practice continue to be vibrant areas of study within the field. These papers are examples of how interesting and thoughtful work can continue to propel clinical teacher education to higher levels of quality. Although we have come a long way with regard to clinical teacher education over the 72 years since the publication of the ATC report, there are several enduring problems that continue to undermine our progress and the quality of preparation that we are able to provide to future generations of teachers. In the space that I have remaining, I would like to offer a few observations about three areas that I think need more focused attention by scholars and teacher-education practitioners based on my 47 years of experience in the field. My first position in teacher education was as a school-and-university-based mentor of National Teacher Corps interns (hybrid teacher educator) in 1973. I then moved to the University of Wisconsin-Madison in 1976 to be the director of a student teaching program. I have spent most of my career organizing and leading clinical programs and whole-teacher-education programs. While

In the last decade, the slogans of 'reflective teaching','action research','researchbased'and 'inquiry-oriented'teacher education have been embraced by both teacher educators and educational researchers throughout the world. 1 On the one hand, teacher educators who ...

Neste artigo, discuto um dos problemas centrais que tem afligido, já há alguns anos, os cursos de formação inicial de professores nas faculdades e nas universidades, a desconexão entre os componentes curriculares acadêmicos e a parcela da formação docente que acontece nas escolas. Primeiro, extrairei de minha experiência como formador de professores e administrador durante mais de trinta anos na Universidade de Wisconsin – Madison e da literatura, elementos para discorrer sobre as várias dimensões dessa questão. Assim, usando o conceito de hibridismo e “terceiro espaço”, discutirei vários trabalhos, em andamento em programas formativos nos Estados Unidos, promissores quanto à qualificação da aprendizagem docente nos cursos de formação de professores das universidades e das faculdades, assim como a habilidade dos graduados dos cursos de formação de professores para realizar práticas de ensino desejadas em espaços escolares complexos. Esse trabalho de criação de espaços híbridos na fo...

In this interview, Ken Zeichner describes the current changes and trends in teacher education and examines the university’s role in providing teachers with the necessary skills and knowledge. He advocates a model where the university, community, and school work together as partners to give teachers a more diversified set of knowledge and skills. This type of teacher education can be situated in the university, but it may be more effective if it takes place "outside of the bureaucracy and budget of both the university and the school system." Dr. Zeichner sees teacher research as a critical part of teacher development and firmly believes that each teacher should adopt an inquiry stance, where research is part of the practice rather than a separate activity. In conclusion, he states that, "…the old traditional forms of university-based teacher education…are not going to survive."

This study focused on the development of an instrument for the measurement of the quality of a student’s perceived relationship with his peers in an elementary school classroom. Jackson’s model of person-group relationships was employed for describing a student’s group membership. An initial 36-item instrument was administered to 181 fifth and sixth grade students. A factor analysis performed on these data resulted in a new 22-item instrument (My Classmates). This instrument was then administered to 621 fifth and sixth grade students. The quality of a student’s group membership was found to be related to his or her achievement level in reading, level of school-related anxiety, attitudes toward school and self-concept as a learner.

Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series, "Teachers, Teaching,and Teacher Education," Kenneth M. Zeichner and Daniel P. Liston argue that the conventional approach inhibits the self-directed growth of student teachers and thereby fails to promote their full professional development. Illustrating an alternative model, the authors describe and assess the elementary student teaching program at the University of Wisconsin,Madison — a program oriented toward the goals of reflective teaching, greater teacher autonomy,and increasing democratic participation in systems of educational governance.

These accounts of the implementation of best practices, including mentoring, social and emotional learning, teacher leadership, and community involvement, illustrate instances where the knowing-doing gap has been bridged to create positive outcomes for students. Thoughtful practitioners will be inspired by this compendium of innovative ideas that have been documented as breaking the mold of traditional ideas and practices in preservice and inservice teacher education."—Marilyn Johnson, Ed.D., assistant superintendent, North Bellmore UFSD, NY This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer...

Thought-provoking, enlightening, discouraging, and encouraging; all of these things can said to be true of this second edition of the Handbook of Research on Teacher Education. It complements but does not completely replace the first edition. The first edition was a synthesis of the knowledge base of teacher education; the second indicates fields that require more extensive exploration and areas in which changes in technology and societal structure indicate the need for additional attention. The handbook contains 48 chapters in seven sections covering teacher education as a field of study, recruitment and preparation of teachers, influences on teacher education, teacher education curriculum, continuing professional growth and assessment, diversity and equity issues, and emerging new directions in teacher education. Authors have extensive credentials in the areas of teacher education and research. A systematic check of contributors in ERIC indicates that all are widely published in t...

Neste artigo, Ken Zeichner, baseando-se em seus vários anos de experiência como formador de educadores, discute o uso do conceito de "reflexão" em programas de formação docente ao redor do mundo, relacionando-o a três temas: 1) até que ponto a formação docente reflexiva resultou em um desenvolvimento real dos professores; 2) contribuiu para diminuir as lacunas na qualidade da educação de estudantes de diferentes perfis étnicos, raciais e sociais e 3) a falta de correspondência entre concepções de formação docente reflexiva, na literatura especializada, e as realidades materiais de trabalho dos professores. Paradigmas dominantes da formação docente reflexiva, nos últimos 25 anos, são também identificados.

Este artigo procura desafiar algo que se tornou comum nos últimos anos: a glorificação acrítica da pesquisa-ação. Defende-se a idéia de que essa forma de investigação seja desenvolvida de maneira bastante séria e que sejam reforçados os laços do movimento de pesquisa-ação com as lutas mais amplas por justiça social, econômica e política. Argumenta-se que o movimento pode contribuir para o processo de transformação social em termos da sua capacidade de melhorar a formação profissional; do potencial controle que esses profissionais passam a exercer sobre o conhecimento que norteia o seu trabalho; da influência da pesquisa-ação sobre mudanças institucionais nos lugares em que esses profissionais trabalham; e, finalmente, da contribuição da pesquisa-ação para que as sociedades tornem-se mais democráticas e mais decentes para todos.

... on the web, and TV shows have been produced where teachers go on the air and talk about their research (Zeichner, Caro-Bruce, & ... higher quality-getting into the subtleties and ambiguities of teaching-than when action research is not used as a focusing tool (Freisen, 1995). ...