Innovation in Teacher Education: The Evolution of a Program

Abstract

Successful innovation in teacher educa tion depends upon resolving issues regarding four interrelated themes: identity, non-passivity, control, and cur riculum. The authors' examination of the first year and a half of an innovative mas ters-level program explores the specific development ofthese themes. For exam ple, faculty and prospective teachers began to establish an identity with teach ing and teacher education rather than with subject specializations. McCaleb and his colleagues discuss their institu tional progress on the radical changes needed in teacher education.

University Culture and the Problem of Reforming Field Experiences in Teacher Education

“…During the last decade, a few reform efforts have attempted to address the underlying values, faculty roles and relationships, and institutional arrangements of their teacher preparation programs (e.g., Alder and Roth, 1985;Cohn and Gellman, 1985;Gitlin and Teitelbaum, 1983;Goodman, 1986;McCaleb, Borko, Arends, Garner, Mauro, 1987;Zeichner and Liston, 1987). 3In some institutions, the numbers are even greater.…”

#learningtoreflect

“…(Harper, 2010, p. 13), yet through my research, mainly prose has been used to elicit PST reflection. Third the structure of reflective assignments does seem hierarchal and may include too few reflective moments (McCaleb et al, 1992). For instance, engaging in a seminar or interview several times throughout a semester may not be frequent enough for ongoing reflection.…”

“…Teacher education programs have placed an emphasis on encouraging reflective practice (Calderhead, 1989;LaBoskey 1994;McCaleb et al, 1992) and many different methods to this end have been considered. Some recent practical strategies to influence reflection include collaborative reflection (Clarà et al, 2019), processfolios (Silveira et al, 2017), video analysis (Hollingsworth & Clarke, 2017), microblogging (Krutka et al, 2014), conversation analysis with action research (Hale et al, 2018), reflective interviews (Wetzel et al, 2018), and video reflections, (Gröschner et al, 2018).…”

Innovation in teacher education: Collective creativity in the development of a teacher education internship

“…Teacher education as a field, especially the form associated with universities, is often regarded as resistant to change and slow to innovate (Gibb, 2014;Hess & McShane, 2013;Saxton, 2015); Berliner (1984) once attributed this passivity to 'timidity, lack of vision, and ignorance' (p. 1; see also McCaleb, Borko, Arends, Garner & Mauro , 1987) The history of developments in initial teacher education (ITE) in England over the last 25 years might be characterised as reactive to frequent, successive and often chaotic waves of central government policy (Author 2, 2013;Author 1 & another, 2015;Furlong, 2013). Whilst noting this resistance to change and perceived passivity, this situation has not been the case always and everywhere and one of the most frequently cited examples of radical change and innovation in ITE in England and, indeed internationally, has been the Oxford Internship Scheme (OIS), a one year programme for graduates leading to the Postgraduate Certificate of Education (PGCE) (e.g.…”