Transforming Teacher Education: What Went Wrong with Teacher Training, and How We Can Fix It

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9781579224370: Transforming Teacher Education: What Went Wrong with Teacher Training, and How We Can Fix It
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Extracts from the text:

"Why are fifteen million children and youth in poverty not achieving when we know that low-income students excel in the classrooms of “star” teachers (who comprise approximately 8 percent of the teaching force)?"

"Whose needs or interests are being met in education reform today?"

“In my own institution, there has not been a systematic assessment of the effectiveness of the basic teacher education program since the institution was founded over a century ago as a teachers college. Imagine, not one ever!”

"Teachers who empathize with students and the life challenges they face soon realize that the dysfunctional bureaucracies will not permit them to meet the needs of their students. Half of the starry-eyed beginners are gone in five years or less."

"Why does teacher education focus on the managerial, instrumental or delivery system aspects of the profession?"

"The expert advice dispensed by schools of education regarding what future teachers should do is not connected to any theory of learning, or to any reality of life in school classrooms."

"Why has the recruitment process resulted in a cohort of teachers who are unable to connect with their students?"

"Does a qualified teacher equate to a quality teacher?"

"The best hope of getting more effective teachers from university teacher preparation programs is to base their budgets on the number of their graduates who serve in challenging schools and their effectiveness with children and youth. At the district level, the salaries of hiring officials should be based on how well these officials identify and retain quality teachers."


In this book, 12 distinguished scholars provide a hard-hitting, thoroughly researched, historical and theoretical critique of our schools of education, and offer clear recommendations on what must be done to ensure all children can achieve their potential, and contribute to a vibrant, democratic society.

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Book Description:

“Provocative, insightful, precise, and vital to our profession. Those whose lives intersect with teacher education will understand that this ‘must read’ text does more than merely encourage a transformative moment―it insists that a critical transformation is essential for the very survival of teacher education.”―David Whaley, Associate Dean and Director of Teacher Education, College of Human Sciences, Iowa State University “This volume is the one of most comprehensive and deeply analytical works on teacher preparation to appear in decades. As a teacher educator, I deeply appreciate this thoughtful and critical examination of the issues, dilemmas, and trenchant problems of teaching and teacher education in America. This is a work well worth reading!”―Peter C. Murrell, Jr., Founding Dean, School of Education, and Professor of Educational Psychology, Loyola University Maryland “Teachers, prospective teachers, educational planners, and policy-makers will all benefit from engaging this book. Hopefully they will engage the chapters with open minds, and begin to challenge ‘business as usual’ approaches to teacher education.” –Peter McLaren, University of California, Los Angeles In this book, 12 distinguished scholars provide a hard-hitting, thoroughly researched, historical and theoretical critique of our schools of education, and offer clear recommendations on what must be done to ensure all children can achieve their potential, and contribute to a vibrant, democratic society.

About the Author:

Valerie Hill-Jackson is a Clinical Associate Professor at Texas A&M University in the Department of Teaching, Learning, and Culture where she serves as a teacher educator. Her research interests include community and adult education. Dr. Hill-Jackson is a 2001-2002 AERA / Spencer fellow and received the national LEAD (poisoning) STAR award for her research in childhood lead poisoning in urban environments with African American mothers. She is also a Geraldine R. Dodge fellow for outstanding teaching and received the 2007 People Magazine / Maybelline, “Women Who Empower Through Education” award.

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