Innovations in teacher education: A social constructivist approach

Innovations in Teacher Education: A Social Constructivist Approach

Volumn , Issue , 2006, Pages 1-157

  Beck, Clive ^a   Kosnik, Clare ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84898499077     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Book

References (111)

1. Arends, R., & Winitzky, N. (1996). Program structures and learning to teach. In F. B. Murray (Ed.), The teacher educator's handbook (pp. 526-56). San Francisco: Jossey-Bass.
2. Barthes, R. (1970/1982). Empire of signs. Tr. R. Howard. New York: Hill & Wang.
3. Barthes, R. (1977). Image, music, text. Sel. & Tr. S. Heath. New York: Hill & Wang.
4. Beck, C. (1990). Better schools: A values perspective. London: Falmer.
5. Beck, C. (1993). Learning to live the good life: Values in adulthood.Toronto: OISE Press.
6. Beck, C., & Kosnik, C. (1998). A Canadian perspective on values education: The Ontario experience. The Journal of Values Education, 2, 32-43.
7. Beck, C., & Kosnik, C. (2001). From cohort to community in a preservice teacher education program. Teaching and Teacher Education, 17, 925-48.
8. Beck, C., Freese, A., & Kosnik, C. (2004). The preservice practicum: Learning through self-study in a professional setting. In J. Loughran, M-L. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1259-93). Dordrecht: Kluwer.
9. Benhabib, S. (1990). In the shadow of Aristotle and Hegel: Communicative ethics and current controversies in practical philosophy. In M. Kelly (Ed.), Hermeneutics and critical theory in ethics and politics (pp. 1-31). Cambridge, MA: MIT Press.
10. Berliner, D., & Biddle, B. (1995). The manufactured crisis: Myths, fraud, and the attack on America's public schools. Reading, MA: Addison-Wesley.
11. Berry, A., & Loughran, J. (2002). Developing an understanding of learning to teach in teacher education. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 13-29). London: RoutledgeFalmer.
12. Borko, H., & Mayfield, V. (1995). The roles of cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501-18.
13. Bourdieu, P. (1977). Outline of theory and practice. Cambridge: Cambridge University Press.
14. Boyle-Baise, M. (2002). Multicultural service learning: Educating teachers in diverse communities. New York: Teachers College Press.
15. Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
16. Brophy, J. (Ed.) (2002). Social constructivist teaching: Affordances and constraints. London: JAI/Elsevier Science.
17. Bullough, R., & Gitlin, A. (1995). Becoming a student of teaching: Methodologies for exploring self and school context. New York: Garland.
18. Carr, W. (1995). For education:Towards critical educational inquiry. Buckingham: Open University Press.
19. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. London: Falmer.
20. Casey, B., & Howson, P. (1993). Educating preservice students based on a problemcentered approach to teaching. Journal of Teacher Education, 44(5), 361-69.
21. Clandinin, J., Davies, A., Hogan, P., & Kennard, B. (Eds.) (1993). Learning to teach, teaching to learn. New York: Teachers College Press.
22. Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
23. Cochran-Smith, M., & Lytle, S. (2001). Beyond certainty:Taking an inquiry stance in practice. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action (pp. 45-58). New York: Teachers College Press.
24. Cochran-Smith, M., Davis, D., & Fries, K. (2004). Multicultural teacher education: Research, practice, and policy. In J. Banks & C. McGee Banks (Eds.), Handbook of research on multicultural education, 2nd edn. (pp. 931-75). San Francisco: Jossey- Bass.
25. Cohn, M., & Kottkamp, R. (1993). Teachers: The missing voice in education.Albany, NY: State University of New York Press.
26. Cole, A., & Sorrill, P. (1992). Being an associate teacher: A feather in one's cap? Education Canada, Fall 1992, 40-48.
27. Dagenais, D., & Wideen, M. (1999). Teacher education at Simon Fraser University: Collaboration between professional cultures. In M. Wideen & P. Lemma (Eds.), Ground level reform in teacher education: Changing schools of education (pp. 169-83). Calgary: Detselig.
28. Darling-Hammond, L. (Ed.) (1994). Professional development schools: Schools for developing a profession. New York: Teachers College Press.
29. Darling-Hammond, L. (1997). The right to learn. San Francisco: Jossey-Bass.
30. Darling-Hammond, L. (1999). Educating teachers for the next century: Rethinking practice and policy. In G. Griffin (Ed.), The education of teachers: 98th NSSE Yearbook, Part I (pp. 221-56). Chicago: National Society for the Study of Education.
31. Darling-Hammond, L. (2002a). Learning to teach for social justice. In L. Darling- Hammond, J. French, & S. P. Garcia-Lopez, Learning to teach for social justice (pp. 1-7). New York: Teachers College Press.
32. Darling-Hammond, L. (2002b). Educating a profession for equitable practice. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez, Learning to teach for social justice (pp. 201-12). New York: Teachers College Press.
33. Darling-Hammond, L., & Macdonald, M. (2000). Where there is learning there is hope: The preparation of teachers at Bank Street College of Education. In L. Darling- Hammond (Ed.), Studies of excellence in teacher education: Preparation at the graduate level (pp. 1-95).Washington, DC: American Association of Colleges for Teacher Education.
34. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.
35. Derrida, J. (1967/1978). Writing and difference. Tr. A. Bass. London: Routledge and Kegan Paul.
36. Derrida, J. (1972/1982). Margins of philosophy. Tr. A. Bass. Chicago: University of Chicago Press.
37. Derrida, J. (1990). Du droit à la philosophie. Paris: Galilee.
38. Dewey, J. (1909/1975). Moral principles in education. Carbondale and Edwardsville: Southern Illinois University Press.
39. Dewey, J. (1916). Democracy and education. New York: Macmillan.
40. Dewey, J. (1929/1960). The quest for certainty. New York: Capricorn.
41. Dewey, J. (1934/1980). Art as experience. New York: Perigee.
42. Dewey, J. (1938). Experience and education. New York: Collier-Macmillan.
43. Ducharme, E., & Ducharme, M. (1999).Teacher educators and teachers: The need for excellence and spunk. In R. Roth (Ed.), The role of the university in the preparation of teachers (pp. 41-58). London: Falmer.
44. Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press.
45. Elliott, J. (1997). School-based curriculum development and action research in the United Kingdom. In S. Hollingsworth (Ed.), International action research (pp. 17-28). London: Falmer.
46. Ewing, R., & Smith, D. (2002). Building communities in teacher education: The MTeach experience. In H. Christiansen & S. Ramadevi (Eds.), Reeducating the educator: Global perspectives on community building (pp. 151-68). Albany, NY: State University of New York Press.
47. Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press.
48. Fosnot, C. (Ed.) (1996). Constructivism: Theory, perspectives, and practice. New York: Teachers College Press.
49. Foucault, M. (1997). Michel Foucault: Ethics, subjectivity, and truth. Ed. P. Rabinow. New York: The New Press.
50. Foucault, M. (1998). Michel Foucault: Aesthetics, method, and epistemology. Ed. J. D. Faubion. New York: The New Press.
51. Goodlad, J. (1990a). Teachers for our nation's schools. San Francisco: Jossey-Bass.
52. Gooldad, J. (1990b). Connecting the present to the past. In J. Goodlad, R. Soder, & K. Sirotnik (Eds.), Places where teachers are taught (pp. 3-39). San Francisco: Jossey-Bass.
53. Goodlad, J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.
54. Goodwin, L. (1997). Historical and contemporary perspectives on multicultural teacher education: Past lessons, new directions. In J. King, E. Hollins, & W. Hayman (Eds.), Preparing teachers for cultural diversity (pp. 5-22). New York: Teachers College Press.
55. Goodwin, L. (2002). The case of one child: Making the shift from personal knowledge to professionally informed practice. Teaching Education, 13, 137-54.
56. Goodwin, A., & Lawrence, A. (2002). A professional development school for preparing teachers for urban schools. In G. Griffin & Associates, Rethinking standards through teacher preparation partnerships (pp. 69-87). Albany, NY: State University of New York Press.
57. Grossman, P., Valencia, S., Evans, K., Thompson, C., Martin, C., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631-62.
58. Howey, K. (1996). Designing coherent and effective teacher education programs. In J. Sikula et al. (Eds.), Handbook of research on teacher education, 2nd edn. (pp. 143-70). New York: Macmillan.
59. Hubbard, R., & Power, B. (1993). The art of classroom inquiry. Portsmouth, NH: Heinemann.
60. Irvine, J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press.
61. Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-69.
62. Knowles, J. G., Cole, A., & Presswood, C. (1994). Through preservice teachers' eyes: Exploring field experiences through narrative and inquiry. New York: Merrill.
63. Kosnik, C., & Beck, C. (2000). The action research process as a means of helping student teachers understand and fulfill the complex role of the teacher. Educational Action Research, 8(1), 115-36.
64. Kosnik, C., & Beck, C. (2003). The contribution of faculty to community building in a teacher education program: A student teacher perspective. Teacher Education Quarterly, 30(3), 99-114.
65. Lemma, P. (1999). Developing leaders for learning communities: Faculty leadership for redesigning teacher education. In M.Wideen & P. Lemma (Eds.), Ground level reform in teacher education: Changing schools of education (pp. 185-214). Calgary: Detselig.
66. Liston, D., & Zeichner, K. (1991). Teacher education and the social conditions of schooling. New York: Routledge.
67. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
68. Lyotard, J.-F. (1984). The postmodern condition. Tr. G. Bennington & B. Massumi. Minneapolis: University of Minnesota Press.
69. Meier, D. (1995). The power of their ideas. Boston: Beacon.
70. Meier, D. (2000). Will standards save public education? Boston: Beacon.
71. Melnick, S., & Zeichner, K. (1997). Enhancing the capacity of teacher education institutions to address diversity issues. In J. King, E. Hollins, & W. Hayman (Eds.), Preparing teachers for cultural diversity (pp. 23-39). New York: Teachers College Press.
72. Miller, L., & Silvernail, D. (2000). Learning to become a teacher: The Wheelock way. In L. Darling-Hammond (Ed.), Studies of excellence in teacher education: Preparation in the undergraduate years (pp. 67-107).Washington, DC: American Association of Colleges for Teacher Education.
73. Noffke, S. (1997). Themes and tensions in US action research: Towards historical analysis. In S. Hollingsworth (Ed.), International action research (pp. 2-16). London: Falmer.
74. Nuthall, G. (2002). Social constructivist teaching and the shaping of students' knowledge and thinking. In J. Brophy (Ed.). Social constructivist teaching: Affordances and constraints (pp. 43-79). London: JAI/Elsevier Science.
75. Peterson, K. (1992). Life in a crowded place: Making a learning community. Porstmouth, NH: Heinemann.
76. Peterson, K., Benson, N., Driscoll, A., Narode, R., Sherman, D., & Tama, C. (1995). Preservice teacher education using flexible, thematic cohorts. Teacher Education Quarterly, 22(2), 29-42.
77. Phillips, D. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.
78. Piaget, J. (1932). The moral judgment of the child.Tr. M. Gabain. London: Routledge & Kegan Paul.
79. Punch, K. (1998). Introduction to social research: Quantitative and qualitative approaches. London: Sage.
80. Richardson, V. (Ed.) (1997). Constructivist teacher education: Building a world of new understandings. London: Falmer.
81. Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.
82. Rorty, R. (1985). Postmodernist bourgeois liberalism. In R. Hollinger (Ed.), Hermeneutics and praxis (pp. 214-21). Notre Dame, IN: University of Notre Dame Press.
83. Rorty, R. (1989). Contingency, irony, & solidarity. Cambridge, UK: Cambridge University Press.
84. Ross, D. (1987).Action research for preservice teachers: A description of why and how. Peabody Journal of Education, 64, 131-50.
85. Russell, T. (2002). Guiding new teachers' learning from classroom experience: Selfstudy of the faculty liaison role. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 73-87). London: RoutledgeFalmer.
86. Samaras, A. (1998). Finding my way: Teaching methods courses from a sociocultural perspective. In A. Cole, R. Elijah, & G. Knowles (Eds.), The heart of the matter: Teacher education and teacher education reform (pp. 55-79). San Francisco: Caddo Gap Press.
87. Samaras, A. (2002). Self-study for teacher educators: Crafting a pedagogy for educational change. New York: Peter Lang.
88. Sarason, S. (1990). The predictable failure of educational reform. San Francisco: Jossey- Bass.
89. Schön, D. (1983). The reflective practitioner:How professionals think in action. New York: Basic Books.
90. Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
91. Schoonmaker, F. (2002). "Growing up" teaching: From personal knowledge to professional practice. New York: Teachers College Press.
92. Slick, S. (1998). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 14(8), 821-34.
93. Snyder, J. (2000). Knowing children-understanding teaching: The developmental teacher education program at the University of California-Berkeley. In L. Darling- Hammond (Ed.), Studies of excellence in teacher education: Preparation at the graduate level (pp. 97-172).Washington, DC: American Association of Colleges for Teacher Education.
94. Sosniak, L. A. (1999). Professional and subject matter knowledge for teacher education. In G. A. Griffin (Ed.), The education of teachers: 98th NSSE Yearbook, Part I (pp. 185-204). Chicago: National Society for the Study of Education.
95. Sternberg, R. (2003).What is an "expert student?" Educational Researcher, 32(8), 5-9.
96. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
97. Tom, A. (1997). Redesigning teacher education. Albany, NY: State University of New York Press.
98. Vadeboncoeur, J. A. (1997). Child development and the purpose of education: A historical context for constructivism in teacher education. In V. Richardson (Ed.), Constructivist teacher education: Building a world of new understandings (pp. 15-37). London: Falmer.
99. Vavrus, M. (2002). Transforming the multicultural education of teachers: Theory, research, and practice. New York: Teachers College Press.
100. Villegas, A., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: State University of New York Press.
101. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
102. Wasley, P. (1994). Stirring the chalkdust:Tales of teachers changing classroom practice. New York: Teachers College Press.
103. Wells, Gordon (1994). Changing schools from within: Creating communities of inquiry. Toronto/Portsmouth, NH: OISE Press/Heinemann.
104. Wideen, M., & Lemma, P. (Eds.). (1999). Ground level reform in teacher education: Changing schools of education. Calgary, Alberta: Detselig.
105. Wisniewski, R. (1990). Let's get on with it. Phi Delta Kappan, 72, 195-96.
106. Winitzky, N., Stoddart, T., & O'Keefe, P. (1992). Great expectations: Emergent professional development schools. Journal of Teacher Education, 43(1), 3-18.
107. Wood, G. (1992). Schools that work. New York: Penguin/Plume.
108. Wood, G. (1998). A time to learn. New York: Dutton.
109. Zeichner, K. (1990). Changing directions in the practicum: Looking ahead to the 1990s. Journal of Education for Teaching, 16(2), 105-32.
110. Zeichner, K. (1996). Designing educative practicum experiences for prospective teachers. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 215-34). New York: Teachers College Press.
111. Zeichner, K. (1998). The new scholarship in teacher education. Revised version ( June 1998) of Division K vice presidential address presented at the annual meeting of AERA, San Diego, April, 1998. 46pp + refs.