Transforming Teacher Education

HUGH T. SOCKETT is Professor of Education at George Mason University.ELIZABETH K. DEMULDER is Associate Professor of Initiatives in Educational Transformation in the Graduate School of Education at George Mason University.PAMELA C. LEPAGE is Assistant Professor of Initiatives in Educational Transformation in the Graduate School of Education at George Mason University.DIANE R. WOOD is Assistant Professor of Educational Leadership in the College of Education and Human Development at the University of Southern Maine.

Teacher professional development requires a dynamic vision of education. The authors argue that teaching and teacher education are moral rather than technical or instrumental endeavors, and describe a highly innovative master's program for practicing teachers founded in 1992. By describing important aspects of the program, the authors demonstrate that a moral vision can be enacted in practice, despite many constraints and challenges. They also show that any serious attempt to change practice will, of course, be unwieldy, contentious, and subject to sudden shocks and reversals as well as successes.The work also provides a compelling and detailed account of the institutional and political conditions in higher education that militate against innovations in teacher education and professional development. Authors of the chapters include the former director of the innovation, the faculty who were involved in teaching and administering the program, and teachers who studied with them. Each chapter examines the practices pedagogically, ideologically, morally, and professionally through the perspectives of people intimately involved with the program.

PrefaceForeword by David HansenTransforming Teacher Education by Hugh T. SockettFrom Educational Rhetoric to Program Reality by Hugh T. Sockett and Pamela C. LePageCurriculum and PedagogyTeacher as Citizen: Professional Development and Democratic Responsibility by Diane R. WoodTalking to Learn: A Pedagogy both Obvious and Obscure by Ann SevikTeachers in School-based Teams: Contesting Isolation in Schools by Sharon GerowImproving Children's LearningComplexity in Morally Grounded Practice by Elizabeth K. DeMulder, Ann Cricchi, and Hugh T. SockettThrough the Eyes of the Child by Rita Goss and Kristin StaporIlluminating Knowledge: Three Modes of Inquiry by Deborah Bernard and Deborah Courter-FollyDiversity and DialogueCulture Clash: Teacher and Student Identities and the Procession Toward Freedom by Mark A. HicksNo More "Making Nice" by Donna Schmidt, Renee Sharp, and Tracy StephensToward a Common Goal: Teachers and Immigrant Families in Dialogue by Elizabeth K. DeMulder and Leo RigsbyFraming Professional CritiqueSustaining the Moral Framework: Tensions and Opportunities for Faculty by Pamela C. LePageThe Standards of Learning: One Teacher's Journey Through State-Mandated Curriculum by Margaret KaminskyLeading A Transformative Innovation: The Acceptance of Despair by Hugh T. SockettReferencesAppendix AIndex