Titlebook: International Handbook of Teacher Education; Volume 1 John Loughran,Mary Lynn Hamilton Book 2016 Springer Science+Business Media Singapore

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Book 2016er education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education..

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Developing an Understanding of Teacher Educationhe oppressed. Herder & Herder, New York, 1972), through which ‘rate of return’ and ‘substantive interest’ are linked to curriculum certainty delivered through transmissive teaching approaches (Barnes D, From communication to curriculum. Penguin, Harmondsworth, 1976) designed to mitigate variability.

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Approaches to Teacher Educationall three elements. In the context of this chapter, practice refers largely to the practical application of knowledge and skills within the school settings. Theory is used broadly to refer to the theory and research specific to the content of teacher education courses. Reflection refers to the compl

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The Practicum: The Place of Experience? programme should pre-service teachers engage in practicum or professional experiences in schools?”; “Which schools should they attend and for how long?”; “What should they do while they are there?”; “What will they learn?”; “How will they learn it?”; and, “Who will assess whether sufficient profess

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Pedagogical Content Knowledge in Teacher Educatione related to pre-service teachers’ subject matter knowledge on the one hand, and their teaching experiences, notably during practicum, on the other. Equally, developing PCK requires pre-service teachers’ ability and willingness to view subject matter from a learners’ perspective. Depending on the le

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