Historical Perspectives on Transformation in Teacher Education

Session Type: Symposium

Abstract

In line with the 2018 conference theme, the four papers in this international symposium discuss historical perspectives on questions of struggle, reform and change in the critical area of initial or pre-service teacher education. The focus is on the changing relationship between teacher education and the quality of teachers and teacher educators; the kinds of knowledge required by university-based teacher educators; and, as is often the case in this field, the relationship between theory (scientific knowledge, research and evidence) and practice (the job of teaching children in publicly-funded schools). The research underpinning the papers is based on oral history and documentary analysis approaches, rhetorical and discourse analysis of policy and archival work in three European countries and the United States.

Sub Unit

• Division F - Historical Inquiry in Education

Chair

• Anja Swennen, VU University Amsterdam

Papers

• The Struggle for Innovation in Teacher Education: A Case of Collective Creativity - Viv Ellis, King's College London; Ann Childs, Oxford University

• Reformers and Normalites: Intersecting Visions of and Hopes for Teaching at America's First Normal School - William Jeffrey Davis, Teachers College, Columbia University; Alyssa Getzel, Teachers College, Columbia University

• The Development of the Identity and Knowledge Base of Teacher Educators - Anja Swennen, VU University Amsterdam; Monique L. Volman, Universiteit van Amsterdam, Research Institute Child Development and Education

• The Rhetorical Constructions of "Public" and "Management" in Teacher Education Reforms in Norway 1990–2017 - Tom Are Trippestad, Western Norway Univresity of Applied Sciences

Discussant

• James W. Fraser, New York University