LEADER 06648nam 22007455 450 001 9910739421403321 005 20200919140301.0 010 $a3-642-36970-7 024 7 $a10.1007/978-3-642-36970-4 035 $a(CKB)3710000000078829 035 $a(EBL)1636577 035 $a(OCoLC)871223973 035 $a(SSID)ssj0001091690 035 $a(PQKBManifestationID)11608126 035 $a(PQKBTitleCode)TC0001091690 035 $a(PQKBWorkID)11029739 035 $a(PQKB)11269612 035 $a(DE-He213)978-3-642-36970-4 035 $a(MiAaPQ)EBC1636577 035 $a(PPN)176111530 035 $a(EXLCZ)993710000000078829 100 $a20131216d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPreparing Teachers for the 21st Century /$fedited by Xudong Zhu, Kenneth Zeichner 205 $a1st ed. 2013. 210 1$aBerlin, Heidelberg :$cSpringer Berlin Heidelberg :$cImprint: Springer,$d2013. 215 $a1 online resource (403 p.) 225 1 $aNew Frontiers of Educational Research,$x2195-3473 300 $aDescription based upon print version of record. 311 $a3-642-36969-3 320 $aIncludes bibliographical references at the end of each chapters. 327 $aPart I Teacher Preparation and Teacher Quality 1.Two visions of teaching and teacher education for the 21st century -- 2. Teacher Quality in the Twenty-First Century: New Lives, Old Truths -- 3.The Continuing ?Problem? of Teacher Education: Policy Driven Reforms and the Role of Teacher Educator -- 4.?Evidence-based Teaching, Evidence-based Teacher Education? -- 5.Practices, experience and policy orientation for Free Education in normal universities in China -- Part II Preparing Teachers and Teacher Educators Globally and Locally 1.Discussion of the reconstruction of rural teacher training configuration in China -- 2.Mary Lynn Hamilton and Stefinee Pinnegar, The International Terrain of Teaching and Teacher Education: How can teacher educators prepare teachers for a world we cannot envision? -- 3.Exploring the Interaction of Global and Local in Teacher Education: Circulating Notions of What Preparing a Good Teacher Entails -- 4.Preparing 21st century teacher-researchers for worldly intellectual interactions ? East/West, South/North, East/South: Uses of Chinese theoretical tools in Australian teacher education -- 5.Teacher Education in Hong Kong: Status, Contemporary Issues and prospects -- 6.Preparing Teacher Educators in US Doctoral Programs -- 7.Research on the Impact of Chinese Teacher Educational Reform on Teacher Candidates? Quality after 1999 -- Part III Professional Development 1. Future of Teaching and Educational Change -- 2.Learning to Teach Against the Institutional Grain: A Professional Development Model for Teacher Empowerment -- 3.Teacher Education: A question of sustaining teachers -- 4.Professional learning as a moral drive from critical discourse -- Part IV Social and Cultural Perspectives of Teacher Education 1.Social Justice and Teacher Education: Where Do We Stand? -- 2.Gery Smyth, Who are the teachers and who are the learners? Teacher education for culturally responsive pedagogy -- 3.Ninetta Santoro, The making of teachers for the Twenty-first Century: Australian professional standards and the preparation of culturally responsive teachers -- Part V Teachers? Knowledge and Characteristics and the Quality of Teaching and Teacher Education 1.Chinese Elementary Teachers? Mathematics Knowledge for Teaching: Roles of Subject Related Training, Mathematics Teaching Experience, and Current Curriculum Study in Shaping Its Quality -- 2.Yucui Ju, Living with the Tensions: A Narrative Inquiry into Teachers? Personal Practical Knowledge in the Midst of Chinese Curriculum Reform -- 3. Yueting Xu, Language Teacher Emotion in Relationships: A Multiple Case Study -- 4.Hongying Zheng, Exploring the dynamic relationship between Chinese secondary school EFL teachers? beliefs and practice. 330 $aThis book addresses two main questions, namely how to prepare high-quality teachers in the 21st century and how the East and the West can learn from each other. It addresses the different challenges and dilemmas that eastern countries, especially China, and western countries are facing with regard to teacher education. We explore the question by examining teacher education research, practice and policy in different countries, identifying both common problems and country-specific challenges. We then try to find valuable experiences, theories and practice which can solve specific problems in the process of teacher education, also addressing how local and global factors impact it. In this regard, our approach does not strictly separate pre-service teacher education from teachers? in-service professional development, adopting an integrative perspective. Further, we believe the respective social and cultural contexts must also be taken into account. Lastly, we call for teachers? knowledge and individual character traits to be accounted for in the education of high-quality teachers. 410 0$aNew Frontiers of Educational Research,$x2195-3473 606 $aTeaching 606 $aProfessional education 606 $aVocational education 606 $aEducational policy 606 $aEducation and state 606 $aEducational sociology 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aProfessional & Vocational Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O35000 606 $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O29000 615 0$aTeaching. 615 0$aProfessional education. 615 0$aVocational education. 615 0$aEducational policy. 615 0$aEducation and state. 615 0$aEducational sociology. 615 14$aTeaching and Teacher Education. 615 24$aProfessional & Vocational Education. 615 24$aEducational Policy and Politics. 615 24$aSociology of Education. 676 $a370.711 702 $aZhu$b Xudong$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aZeichner$b Kenneth$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910739421403321 996 $aPreparing Teachers for the 21st Century$93552924 997 $aUNINA