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A critical review of teacher education reform

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Abstract:

introduced changes targeted at the education of teachers as an avenue to improve pupil achievement. Policy directed at teacher education has been comprehensive and ambitious; it has sought to regulate the institutions of teacher education, it has attempted to shorten and change the teacher education curriculum to align it with the school curriculum, and has increased examinations and other requirements for graduation (Tatto, 2007; Tatto & Plank, 2007). It is still a question whether these policies have brought about improvement on teacher learning and have resulted in a higher ability to teach the ambitious curriculum proposed by the reforms. It could be argued that these policies may be transforming the otherwise organic systems of teacher education into inflexible hierarchies that have as a function preparing teachers to teach a scripted curriculum, and where teaching is seen as performing a series of procedures independent of context and dependent on tests. Using data collected in 15 countries as part of the TEDS-M study (Tatto et al, 2008), this paper will explore whether or not systems with increased managerial control and monitoring mechanisms over teacher education are associated with higher levels of knowledge among future teachers. An examination of the teacher education curriculum will seek to identify whether or not the kinds of knowledge that future teachers acquire is of a discretionary kind, and whether teacher preparation seeks to emphasize the idea of teaching as a process of critical reflection and responsive to context.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494169_index.html
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MLA Citation:

Tatto, Maria. "A critical review of teacher education reform" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494169_index.html>

APA Citation:

Tatto, M. T. "A critical review of teacher education reform" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494169_index.html

Publication Type: Panel Paper
Abstract: introduced changes targeted at the education of teachers as an avenue to improve pupil achievement. Policy directed at teacher education has been comprehensive and ambitious; it has sought to regulate the institutions of teacher education, it has attempted to shorten and change the teacher education curriculum to align it with the school curriculum, and has increased examinations and other requirements for graduation (Tatto, 2007; Tatto & Plank, 2007). It is still a question whether these policies have brought about improvement on teacher learning and have resulted in a higher ability to teach the ambitious curriculum proposed by the reforms. It could be argued that these policies may be transforming the otherwise organic systems of teacher education into inflexible hierarchies that have as a function preparing teachers to teach a scripted curriculum, and where teaching is seen as performing a series of procedures independent of context and dependent on tests. Using data collected in 15 countries as part of the TEDS-M study (Tatto et al, 2008), this paper will explore whether or not systems with increased managerial control and monitoring mechanisms over teacher education are associated with higher levels of knowledge among future teachers. An examination of the teacher education curriculum will seek to identify whether or not the kinds of knowledge that future teachers acquire is of a discretionary kind, and whether teacher preparation seeks to emphasize the idea of teaching as a process of critical reflection and responsive to context.


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