Rowman & Littlefield Publishers
Pages: 144
•
Trim: 6¼ x 9⅜
978-1-4758-2705-7 • Hardback • January 2019 • $62.00 • (£48.00)
978-1-4758-2706-4 • Paperback • January 2019 • $32.00 • (£25.00)
978-1-4758-2707-1 • eBook • January 2019 • $30.00 • (£25.00)
James D. Kirylo is associate professor of education at the University of South Carolina. Among other books, he is author of Teaching with Purpose: The Who, Why, and How We Teach (2016) and Paulo Freire: The Man from Recife (2011).
Jerry Aldridge is professor emeritus of early childhood education at the University of Alabama at Birmingham. He is author of numerous books, including Rowman & Littlefield’s Stealing from the Mother: The Marginalization of Women in Education and Psychology from 1900-2010 (2013)with Lois M. Christensen.
Introduction: What is Happening with Teacher Education?
PART I: ACTIVISM MATTERS
Chapter 1: Turning Points
PART II: THE HIJACKING OF THE EDUCATION NARRATIVE
Chapter 2: Reform, Accountability, and Compromising K-12 Education
Chapter 3: Neoliberalism: A Systematic Effort to Privatize
Chapter 4: Working to Eliminate Traditional Teacher Education Programs
PART III: TEACHER EDUCATION AND THE POLITICS WITHIN
Chapter 5: A Rocky Historical Road Toward Teacher Education
Chapter 6: Sameness versus Difference: Is Teacher Education Clear about Faculty Expectations?
Chapter 7: Sameness versus Difference: Is Teacher Education Fair about Compensation and the Hiring Process?
Chapter 8: The Macro versus Micro Challenge
Chapter 9: Two-Stepping Among Colleges of Education, Accrediting Agencies, and State Departments of Education
Chapter 10: Quantity versus Quality in Accepting Teacher Candidates
PART IV: THE QUESTION OF WHAT AND HOW TO TEACH
Chapter 11: The Relationship between Curriculum and Instruction
Chapter 12: Models, Approaches, and Frameworks: What’s the Difference?
Chapter 13: How Should We Teach: Transmission, Transaction, or Transformation?
CHAPTER 14: Should we Emphasize Universal Human Development or Diversity?
Chapter 15: The Question of Online Delivery Systems in Teacher Education
PART V: MOVING FORWARD
Chapter 16: Realize the Distraction in Order to Move Forward
Chapter 17: In Need of a “Flexner-like” Moment in Teacher Education
References
A Turning Point in Teacher Education: A Time for Resistance, Reflection, and Change reminds us to be thoughtfully engaged, realizing that teacher education is a complex enterprise that demands concentrated attention to maintain its educative focus and at the same time to be critically aware of the multiple forces that are at play to undermine the professionalization of teaching. Indeed, this text is a call to action to resist those forces in an effort that works to elevate the status and honor of what it takes and means to be a professional educator.
— Audrey Amrein-Beardsley, PhD, Mary Lou Fulton Teachers College, Arizona State University
Kirylo and Aldridge manage to pull off two impressive accomplishments here: reclaiming the narrative of teacher education that has been hijacked by the neoliberal market-based reform movement, and issuing a call to arms for teacher educators—and teachers—to make the pivot from advocates to activists. Teachers, by their very nature, are too often loathe to engage in the “politics” of the policy debate—and as the authors point out so convincingly, the time to get off “the bench” is long past.
— Mitchell Robinson, PhD, Associate Professor and Chair, Music Education, Michigan State University