Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do - Hardcover

Über die Autorin bzw. den Autor

Linda Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University, and executive director of the National Commission on Teaching and America's Future. She lives in Stanford, California with her husband and three children. John D. Bransford is Centenniel Professor of Psychology and Education and co-director of the Learning Technology Center at Vanderbilt University. He is co-chair of the National Academy of Education's Committee on Teacher Education. Collaborating editors Pamela LePage, Karen Hammerness, and Helen Duffy served as staff of the National Academy's Committee on Teacher Education.

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Praise for Preparing Teachers for a Changing World

"This collection of chapters represents the best of contemporary thinking and writing onteaching and is built upon a conceptual framework of enormous importance to every teachereducator. Relevant to a variety of audiences, this book appeals for greater coherence andconsistency across preparation programs. It is essential reading for all teacher educators asthey renew preparation programs and focus on the needs of today's schools."
?David G. Imig, president and chief executive officer, American Association of Colleges for Teacher Education (AACTE)

"Preparing Teachers for a Changing World is by far the most comprehensive,thorough, deeply knowledge-based treatment of teacher education anywhere in the literature.A jewel of a book in a field badly in need of intellectual and moral leadership."
?Michael Fullan, author, Leading in a Culture of Change

"Well organized, meticulously researched, and well written, I have no doubt that Preparing Teachers for a Changing World will make a significant contribution to the field of teachereducation. The authors have done an exceptionally good job of capturing the major trends,differing perspectives, and many challenges of teacher education today, while putting forth avision for the future that is solidly grounded in research and in current and evolving knowledge."
?Sonia Nieto, professor, University of Massachusetts at Amherst

"The knowledge base for teacher preparation and teaching is maturing and becoming veryrelevant to practice. This state-of-the-art compendium is essential reading for teacher educators committed to preparing professionals who can teach so that all children will, in fact, learn."
?Arthur E. Wise, president, National Council for Accreditation of Teacher Education

Aus dem Klappentext

The professions of law, medicine, engineering, and architecture have put in place the key elements of a professional education curriculum?the building blocks that form the foundation of preparation for all those who enter these occupations. Only in recent years has the teaching profession begun to identify and develop the knowledge base that will frame its core curriculum.

Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession.

Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. Preparing Teachers for a Changing World recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curriculum that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom.

The ideas and suggestions outlined in this book have far-reaching implications for educational policy, classroom practice, and staff development and will go a long way toward informing the next generation of teachers.