R&L Education
Pages: 266
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Trim: 6¼ x 9
978-1-60709-128-8 • Paperback • February 2009 • $58.00 • (£45.00)
978-1-60709-129-5 • eBook • February 2009 • $55.00 • (£42.00)
Cari L. Klecka is an assistant professor of Curriculum and Instruction at the University of Nevada, Las Vegas, and associate editor of the Journal of Teacher Education. Sandra J. Odell is professor and chair of the department of curriculum and instruction at the University of Nevada, Las Vegas, and editor of the Journal of Teacher Education. W. Robert Houston, former Association of Teacher Educators president, is the John and Rebecca Moores Professor of Education at the University of Houston and has authored or edited forty-five books including the first edition of the Handbook of Research on Teacher Education. Robin Haskell McBee is a professor in the Teacher Education Department at Rowan University.
Part 1 Foundations for Teacher Educator Standards
Chapter 2 The History of Teacher Education as a Discipline
Chapter 3 Who Is a Teacher Educator
Chapter 4 Conceptualizing, Developing, and Testing Standards for Teacher Educators
Part 5 Conceptualizing Visions for Teacher Educators through Standards
Chapter 6 Standard One: Teaching
Chapter 7 Standard Two: Cultural Competence
Chapter 8 Standard Three: Scholarship
Chapter 9 Standard Four: Professional Development
Chapter 10 Standard Five: Program Development
Chapter 11 Standard Six: Collaboration
Chapter 12 Standard Seven: Public Advocacy
Chapter 13 Standard Eight: Teacher Education Profession
Chapter 14 Standard Nine: Vision
Part 15 Multiple Voices: Examples of Applying the Standards across Disciplines
Chapter 16 A Multicultural Approach to ATE's Standards for Teacher Educators
Chapter 17 How School-Based Teacher Educators Exemplify the Standards
Chapter 18 Perspectives on Standards from a Literacy Teacher Educator
Chapter 19 Teacher Educator Standards through the Educational Technology Lens
Chapter 20 Voices: Alternative Routes to Licensure
Chapter 21 Diversity Perspective
Chapter 22 ATE Standards as a Guide for the Evolution of a Music Educator
Chapter 23 Roles and Perspectives of State Directors of Teacher Education
Chapter 24 ATE's Standards for Teacher Educators: A Tool to Clarify and Inform Teacher Educators' Professional Goals
Part 25 Perspectives on Standards
Chapter 26 The Role of Standards on the Educational Landscape: Perspectives on Standards for Teacher Educators
Chapter 27 What Can Standards Do for Teacher Educators?
Chapter 28 The Teacher Educator Standardss as a Foundation for Professional Self-Study
Chapter 29 Be Careful of What You Ask for: Do We Really Want or Need Standards for Teacher Educators?
Chapter 30 Afterword
It is well documented that the achievement of P-12 students is enhanced by improving the quality of the teachers in their classrooms. In the same way, the quality of the teachers will be enhanced by improving the quality of those who educate the teachers in preservice as well as inservice programs. This volume significantly contributes to the critical conversation about the quality of teacher educators. The chapters outlining the Standards for Teacher Educators and the clarifying indicators powerfully define and further expand on the operational definition of a teacher educator's role - a much needed contribution to the field.
— Robert L. Fisher, Chair, Commission on the Assessment of the Teacher Educator Standards
The editors and authors of this book have compiled an important resource for teacher educators that contributes to the conversation about their professional roles. The content of this book enriches the dialogue about the professional knowledge and dispositions for teacher educators and provides a vision for the possibilities in the profession. Visions for Teacher Educators is essential reading for all teacher educators as they consider the role that standards play in their collective professional lives.
— Boyce C. Williams, vice president, Institutional Relations of the National Council for Accreditation of Teacher Education
In Visions for Teacher Educators, Klecka, Odell, Houston, and McBee engage the academic minefield of professional standards in teacher educator preparation and practice. The editors have assembled an august conclave of teacher education researchers to assess, benchmark, critique, and detail the pros and cons of national professional standards. The composite chapters provide fundamental fodder for rethinking and reconceptualizing the core competencies of professional preparation of teacher educators, the pedagogical science of teacher educator practice, and the epistemological nature of the field of education as we know it, have known it, and/or might know it. This book will become a part of the expanded canon of contemporary research literature on the future of teacher educator preparation, the dynamics of teacher educator practice, as well as research on teacher educators, teaching, and teacher education.
— M. Christopher Brown, II, coeditor of The Politics of Curricular Change, and professor and dean, College of Education, University of Nevada
Visions for Teacher Educators makes a significant contribution to the field of teacher education by tackling directly and unapologetically the issue of standards for teacher educators. The collection of chapters starts with a concise history of teacher education and ends with a compelling challenge to continue the conversation around the nine ATE standards. Meshed between these sections are chapters that not only provide new insights and perspectives into the standards movement but that also raise hard-to-ignore questions about the consequences, intended and untended, of applying such standards. The book is well-written and organized in such a way as to make it a must-have resource for teacher educators and anyone else with a vision for teacher education.
— Annette D. Digby, dean, Thayer School of Education, Wingate University, Wingate, NC