The Journal of Education for Teaching at 40  book cover
1st Edition

The Journal of Education for Teaching at 40

Edited By

Peter Gilroy

ISBN 9780367235017
Published February 14, 2019 by Routledge
428 Pages

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Book Description

In 2015, the Journal of Education for Teaching celebrated 40 years of original contributions on the subject of international teacher education with the publication of an anniversary virtual special issue. Its unique contribution to debates about the preparation and lifelong learning of teachers in a variety of fields, including medical education and language education, have been expressed in a variety of formats and international contexts. These include high quality academic papers using innovative qualitative and quantitative methodologies, symposia in the form of Platonic dialogues, and even critical positions expressed in verse.

This virtual special issue was freely available online throughout 2015 but the strong demand for the papers has prompted their re-publication in this volume, with the addition of several more articles. Taken together, this collection will allow the reader to experience the variety of the dozen or so international contexts represented in the journal and its academic quality.

Included in the volume is the original Editorial from the first issue of the journal. The fact that the points made in this forty-year-old piece still ring true suggests that the threats to high quality teacher education remain much the same as they did four decades or more ago. The Journal of Education for Teaching continues to provide an indispensable platform for colleagues to make their voices heard in what appears to be an increasingly shrill evidence-free environment. Long may it do so.

Table of Contents

Preface Editorial (1975)  Part I: In Defence of Teacher Education  1. Inservice Teacher Education in Nigeria: a case study  2. The Political Rape of Initial Teacher Education in England and Wales: a JET rebuttal  3. The Reform of Initial Teacher Training in France  4. Teacher Education in Britain: a JET symposium with politicians  5. Promoting critical conversations: the distinctive contribution of higher education as a partner in the professional preparation of new teachers  6. A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships  7. Initial teacher education in the panopticon  Part II: Innovative Approaches to Teacher Education  8. The Exeter School-based PGCE: an alternative initial teacher training model  9. Challenging Teacher Education as Training: four propositions  10. Working while teaching, learning while working: students teaching in their own class  11. Autonomy or control: discussion of a central dilemma in developing a realistic teacher education in Norway  Part III: The Comparative Approach  12. The Influence of Western Theories on Teacher Education and Research Practices in Singapore  13. Teaching controversial issues and teacher education in England and South Africa  14. Making sense of professionalism and being a professional in a Kenyan higher education context  15. Teacher education in France under the Hollande government: reconstructing and reinforcing the republic  16. Chinese government documents on teacher education since the 1980s  Part IV: Reflecting on Social Theory  17. Connecting Genuine Teacher Development to the Struggle for Social Justice  18. Civic professionalism: teacher education and professional ideals and values in a commercialised education world  19. Reflection and Teacher Education  Part V: The Shifting Focus of Teacher Education Research  20. In Search of Saraswati: A study of the professional productivity of Indian teacher educators  21. What and how teacher educators prefer to learn  22. Undergraduates’ Views of Teaching as a Career Choice  23. Japanese Beginning Teachers’ Perceptions of Their Preparation and Professional Development  24. Bullying and the Postgraduate Secondary School Trainee Teacher: An English case study

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Peter Gilroy is the Jos Owens Chair of Education at Plymouth University; visiting chair at Hull University; Professor Emeritus at Manchester Metropolitan University; and acts as a consultant for a number of other UK and overseas universities as they develop their research profiles. He is also the executive editor of the international Journal of Education for Teaching. He previously studied on a Primary/Secondary programme for a three-year teacher’s certificate, subsequently working as a secondary school teacher (teaching English, Mathematics and History amongst other subjects), whilst studying part-time for his bachelors, masters and doctorate degrees at London University.