Getting the Teachers We Need

Sharon Feiman-Nemser is the Jack, Joseph and Morton Mandel Professor of Jewish Education at Brandeis University where she founded the Mandel Center for Studies in Jewish Education and the Master of Arts in Teaching (MAT) program. She also served on the education faculties at the University of Chicago and Michigan State University. A pioneer in research on teacher learning, she has written extensively on teacher education, learning to teach, mentoring and new teacher induction. Teachers as Learners, a collection of her seminal writings, was published by Harvard Education Press (2012). She was the first recipient of the Margaret Lindsey Award for Outstanding Research from the American Association of Colleges of Teacher Education (1996).Miriam Ben-Peretz is Professor Emerita at the Faculty of Education at the University of Haifa where she served as Chair of the Department of Teacher Education and Dean of the School of Education. She was also President of Tel-Hai College. Her main research interests are curriculum, teacher education and professional development, policy-making and Jewish education. A member of the American National Academy of Education, Prof. Ben-Peretz received AERA's Lifetime Achievement Award (Division C) and Legacy Award (Division K). She was the 2006 Laureate of the Israel Prize for Research in Education and in 2015, she received the Israeli Prime-Minister's award, the EMET prize, for her contribution to educational research.

Teacher education faces challenges that are immediate and demanding. Adapting teacher education to the changing needs of educational systems is an imperative. This book offers engaging, thoughtful, and sometimes provocative ways of engaging in the debate around what is and can be in teacher education. This book responds to such things as the economic limitations associated with "fast track" routes to teacher certification, while also considering challenges such as the introduction of technology, teaching core instructional practices, as well as the place and nature of teacher education in preparing teachers for an ever-changing world.

Foreword: John LoughmanAcknowledgementsIntroductionAlternatives in Teacher Education: What Differences Make a Difference?Sharon Feiman-NemserPart 1: Alternate Routes in Teacher EducationChapter 1: The First Alternate Route to Teacher Certification in the U.S.: Realities and MisconceptionsEran TamirChapter 2: The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English CaseJean Murray, Gerry Czerniawski and Warren KiddChapter 3: The Case of Hotam Naomi: More Than a Teacher Education ProgramEdith Tabak, Michal Shany and Sara ShadmiChapter 4: Employment-Based Teacher Education: A Partnership for Meeting the Needs of Underserved Learners in New ZealandNgaire HobenChapter 5: Recruiting High Performing Candidates to the Teaching Profession in IsraelZipora LibmanPart 2: Practice-Centered Teacher EducationChapter 6: Centering Teacher Education on High Leverage PracticesFrancesca ForzaniChapter 7: Building Teacher Education Practices Grounded in Foundational Knowledge, Visions and ContextKaren Hammerness and Bill KennedyChapter 8: Building an Urban Teacher Residency in a Third Space PartnershipMonica Taylor and Emily KleinPart 3: Special Challenges: Technology and InclusionChapter 9: Teacher Education and Digital Learning: Reconceptualizing the University's RoleJae-Eun Joo and Bob MoonChapter 10: Creating an On-Line Teacher Preparation ProgramMelora Sundt, Margo Pensavalle and Karen GallagherChapter 11: Addressing the Challenge of Inclusion: Disabled Students in a Physical Education Teacher Preparation ProgramRonnie LidorIndexAbout the Editors and Contributors