Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples of alternative or restructured programs designed to better align teacher education practices with the anticipated demands and expectations of school teaching, principles of practice seem strangely absent. Principles of practice for teacher education programs must be at the heart of any attempt to construct a meaningful and relevant program that might realistically respond to the expectations, needs, and practices of student teachers. In this chapter, the authors develop a set of foundational principles based on teacher education programs in Australia, Canada, and the Netherlands, in order to initiate a renaissance of teacher education based on fundamental principles to guide the development of responsive teacher education programs that genuinely make a difference.
|Title of host publication||From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community|
|Editors||Cheryl J Craig, Paulien C Meijer, Jan Broeckmans|
|Place of Publication||UK|
|Publisher||Emerald Group Publishing Limited|
|Pages||597 - 613|
|Number of pages||17|
|Publication status||Published - 2013|