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Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate, Margaret Macintyre Latta, Susan Wunder


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Автор: Margaret Macintyre Latta, Susan Wunder
Название:  Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate
ISBN: 9781617357381
Издательство: Mare Nostrum (Eurospan)
Классификация:


ISBN-10: 1617357383
Обложка/Формат: Hardcover
Страницы: 275
Вес: 0.66 кг.
Дата издания: 30.03.2012
Серия: Education policy in practice: critical cultural studies
Язык: English
Иллюстрации: 1, black & white illustrations
Размер: 164 x 240 x 29
Читательская аудитория: Professional and scholarly
Ключевые слова: Educational strategies & policy
Подзаголовок: Rethinking the policies and practices of the education doctorate
Рейтинг:
Поставляется из: Англии
Описание: <p>Rethinking the Education Doctorate so that practitioner knowledge is at the centre of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical means-ends “what works” questions alone, and open into normative and political questions about educational value and professional action. </p> <p>In documenting the largest, most co-ordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in pre-service and graduate level teacher education, practising K-16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither topdown nor necessarily ‘grass roots’, it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significances of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership. </p>


Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate

Автор: Margaret Macintyre Latta, Susan Wunder
Название: Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate
ISBN: 1617357375 ISBN-13(EAN): 9781617357374
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 7623.00 р.
Наличие на складе: Есть у поставщика Поставка под заказ.

Описание: <p>Rethinking the Education Doctorate so that practitioner knowledge is at the centre of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical means-ends “what works” questions alone, and open into normative and political questions about educational value and professional action. </p> <p>In documenting the largest, most co-ordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in pre-service and graduate level teacher education, practising K-16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither topdown nor necessarily ‘grass roots’, it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significance's of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership. </p>


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