The international attempt to expand schooling despite dealing with an insufficient number of trained teachers has placed significant pressure on teacher education. Continued effort to change all aspects of teacher education, including ways of learning, methods of practice, institution interaction and assessment of teaching ability, in order to fulfil the desire to offer inclusive and equitable teaching for all, is a serious consideration. In response to this increased attention on cross-national campaigns, Leading Change in Teacher Education features discussions covering what has been done, how and why the change has happened, the journey itself and the challenges encountered along the way, alongside contributions from international academics who share their reflections and suggestions for a way forward, despite a global shortage of teachers.
Strategies surrounding the design and delivery of education now centre on improving how teachers are prepared, supported and evaluated. Leading Change in Teacher Education captures the stories of international change leaders by:
- Providing details of both the successes and challenges faced
- Presenting innovative practices in teacher education from around the world
- Describing the strategies put in place to ensure that teacher education is developing
The topics discussed are relevant for educators, policymakers and international organizations involved in the design and implementation of programmes in teacher education. Leading Change in Teacher Education is also an invaluable resource for those looking to increase the changes occurring within teacher education.
Table of Contents
Part 1 – Framing change in Teacher Education; Leading Change for Teacher Education; Leadership for Change; Work for Understanding as Innovation in Brazilian Teacher Education; Part 2 – Changing Curriculum and Structure in Teacher Education; Understanding and enhancing change in post-Bologna pre-service teacher education: lessons from experience and research in Portugal; Curricular and policy-oriented reform as translated within teacher education: The Maltese journey -Montclair State University: An Analysis of Change; Part 3 – Teacher Accrediatation; Building the Collective Capacity for Excellence: The Experience of Accreditation of the College of Education in Oman; "Much Ado about Something" Accreditation of Teacher Education Programs in Egypt: When Negative Means Positive; Part 4 University – School Partnerships; Establishing Innovation at Schools: The Role of School Leaders; Changing teaching practice in South Africa schools: An examination of teacher development initiatives; Opportunities and challenges in the development of a new partnership model of teacher education: a Scottish perspective; Lighting the Way: Education true to the vision and the people; Part 5 – ICT and Teacher Education; Scholarship of Engagement (SoE): Knowledge Transfer Program (KTP) for Developmental; TeachNow as an Innovation for Teacher Education; Part 6 - Internationalization and the Role of Teacher Educators; Teacher preparation for a knowledge economy: Leading a paradigm shift in UAE education; Professional Development of Teacher Educators as a Tool Leading to Changes in Teacher Education; An Agenda for Leadership for Change in Teacher Education
Thuwayba Al Barwani is a professor of curriculum and instruction at the College of Education and the director of the Center for Excellence in Teaching and Learning at the Sultan Qaboos University, Oman.
Maria Assunção Flores is an associate professor at the University of Minho, Portugal.
David Imig teaches in the Teaching and Learning, Policy and Leadership Program at the University of Maryland, USA.