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Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum; theory-practice links between school and university settings; social-cultural links among the participants; and personal links that shape the identity of teacher educators.
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THE MISSING LINKS IN TEACHER EDUCATION DESIGN Self Study of Teaching and Teacher Education Practices Volume 1 Series Editor John Loughran, Monash University, y Clayton, Australia Advisory Board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, Massey University College of Education, New Zealand Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands Tom Russell, Queen’s University, Canada THE MISSING LINKS IN TEACHER EDUCATION DESIGN Developing a Multi-linked Conceptual Framework Edited by Garry F. Hoban University of Wollongong, NSW, Australia A C.I.P. Catalogue record for this book is available from the Library of Congress. ISBN-10 1-4020-3338-9 (HB) Springer Dordrecht, Berlin, Heidelberg, New York ISBN-10 1-4020-3346-X (e-book) Springer Dordrecht, Berlin, Heidelberg, New York ISBN-13 978-1-4020-3338-4 (HB) Springer Dordrecht, Berlin, Heidelberg, New York ISBN-13 978-1-4020-3346-9 (e-book) Springer Dordrecht, Berlin, Heidelberg, New York Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. Cover image by Karl Mutimer from EmLab at the University of Wollongong. Printed on acid-free paper All Rights Reserved © 2005 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands. DEDICATION To my mother, Olive, who has always been my inspiration and comfort Contents List of Figures and Tables List of Contributors Series Editor’s Foreword xi xiii xix Introduction 1. Developing a Multi-linked Conceptual Framework for Teacher Education Design Garry F. Hoban 1 PART I. Conceptual Links Across the University Curriculum Introduction Garry F. Hoban 19 2. Principled Practice in Teacher Education Vicki k Kubler LaBoskey 3. Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and T Possibilities Peter Aubusson P 4. On Discernment: The Wisdom of Practice and the Practice of Wisdom in Teacher Education Anne M. Phelan 5. Re-Organising and Integrating the Knowledge Bases of Initial Teacher Education: The Knowledge Building Community T Program JJulie Kiggins, Brian Cambourne & Brian Ferry 6. Teacher Education for the Middle Years of Schooling: Making Connections between Fields of Knowledge, Educational Policy Reforms and Pedagogical Practice JJane Mitchell, Lisa Hunter, Lisa Patel Stevens & Diane Mayer vii 23 37 57 75 95 viii CONTENTS PART II. Theory-Practice Links between School and University Settings Introduction Garry F. Hoban 7. Innovation and Change in Teacher Education: An Inquiring, Reflective, Collaborative Approach Anne Reilley Freese 8. Using the Practicum in Preservice Teacher Education Programs: Strengths and Weaknesses of Alternative Assumptions about the Experiences of Learning to Teach Tom Russell 9. W