ken zeichner - Academia.edu (original) (raw)

Papers by ken zeichner

Teachers College Record: The Voice of Scholarship in Education, 1991

International Handbook of Teacher Education, 2016

Educational processes articulated to educational and social transformations can be performed in m... more Educational processes articulated to educational and social transformations can be performed in multiple directions. They can range from establishing relationships that are revolutionary of social order, to education in a neo-liberal perspective based on education as a salvationist position ending all social problems. Social and educational transformations are ambiguous expressions and they have polysemic significances; they are not easily apprehended and have been used in many ways to describe multiple things.

These accounts of the implementation of best practices, including mentoring, social and emotional... more These accounts of the implementation of best practices, including mentoring, social and emotional learning, teacher leadership, and community involvement, illustrate instances where the knowing-doing gap has been bridged to create positive outcomes for students. Thoughtful practitioners will be inspired by this compendium of innovative ideas that have been documented as breaking the mold of traditional ideas and practices in preservice and inservice teacher education."—Marilyn Johnson, Ed.D., assistant superintendent, North Bellmore UFSD, NY This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer...

New Frontiers of Educational Research, 2013

This chapter provides an overview of (1) the current situation concerning teacher professional de... more This chapter provides an overview of (1) the current situation concerning teacher professional development (TPD) programs through studies referring to existing challenges; (2) the TPD programs under discussion that have been implemented during the last three years (2018-2021) in the context of European projects, including their structure and descriptions of the educational content; (3) teachers&amp;amp;#39; views and feedback concerning the TPD program they attended, based on a specific evaluation framework, with focus on issues relevant to emerging technologies. The researchers provide directions towards an effective framework for horizontal TPD programs targeting large numbers of teachers, aiming to allow them to gain the appropriate knowledge and skills in order to integrate emerging technologies as concepts in interdisciplinary STE(A)M-based instructional scenarios, especially in the levels of Secondary general (Gymnasium and Lyceum in Greece) and (post)secondary vocational education (EPAL and IEK in Greece).

Teaching and Teacher Education, 1991

Following a discussion of different conceptions of reflective teaching, the social reconstruction... more Following a discussion of different conceptions of reflective teaching, the social reconstructionist vizw of reflection that underlies the University of Wisconsin-Madison elementary teacher education program is described and then defended in relation to existing inequalities in the United States. This orientation to reflection stresses a commitment by teacher educators to both social justice and to an ethic of care. Various tensions that arise from this dual commitment are discussed. Following a discussion of the place of action research in the Wisconsin student teaching curriculum and of the way in which action research is facilitated by one supervisor, the written reports of action research projects completed by IS student teachers during 1988-89 are then analyzed for evidcncc of the favored view of reflective thinking. The authors speculate about why they did not find as much evidence of attention to the critical domain of reflection as they had hoped for and suggest several possible changes in the student teaching course that grow out of their analysis of action research reports. II9 JENNIFER ht. GORE and KENNETH M. ZEICHNER 'According to Dewey (1933). reflective action entails "ilctive, persistsnt. and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads" (p. 9). He distinguished this from routine action which is guided primarily by tradition and authority. JENNIFER M. GORE and KENNETH M. ZEICHNER 13-t JENNIFER .Ll. GORE and KENNETH ht. ZEICHNER

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Science and Society, 2002

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Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf N... more Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an diesem Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: Auf sämtlichen Kopien dieses Dokuments müssen alle Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise abändern, noch dürfen Sie dieses Dokument für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder anderweitig nutzen. We grant a non-exclusive, non-transferable, individual and limited right to using this document. This document is solely intended for your personal, non-commercial use. Use of this document does not include any transfer of property rights and it is conditional to the following limitations: All of the copies of this documents must retain all copyright information and other information regarding legal protection. You are not allowed to alter this document in any way, to copy it for public or commercial purposes, to exhibit the document in public, to perform, distribute or otherwise use the document in public. Mit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an. By using this particular document, you accept the above-stated conditions of use.

... Walsh, K. 2004. A candidate‐centered model for teacher preparation and licensure. ... Furlo... more ... Walsh, K. 2004. A candidate‐centered model for teacher preparation and licensure. ... Furlong, J., Barton, L., Miles, S., Whiting, C. and Whitty, G. 2000. Teacher education in transition: Re‐forming teacher professionalism , Buckingham: Open University Press. ...

No part of this publication may be reproduced or transmitted in any form or by any means electron... more No part of this publication may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without written permission from NSDC. Readers who wish to duplicate material copyrighted by NSDC should fax a request to (313) 824-5062.

Kappa Delta Pi record, Jul 3, 2015

Abstract The author critiques both major camps in the current debates about teacher education for... more Abstract The author critiques both major camps in the current debates about teacher education for their lack of attention to the role of local communities in preparing teachers. The current work at the University of Washington, Seattle, to engage local community members as mentors of teacher candidates is highlighted.

Journal of Teacher Education, Dec 30, 2009

In this paper, I discuss one of the central problems that has plagued college and university-base... more In this paper, I discuss one of the central problems that has plagued college and university-based pre-service teacher education for many years, the disconnect between the campus and school-based components of programs. First, I will draw on my own experiences as a teacher educator and administrator over the last thirty plus years at the University of Wisconsin-Madison and the literature to lay out various dimensions of this issue. Then, utililizing the concept of hybridity and "third space," I will discuss a variety of current work in programs across the U.S. that offers much promise in deepening the quality of teacher learning in college and university-based teacher education programs and the ability of teacher education graduates to enact desired teaching practices in complex school settings. This work in creating hybrid spaces in teacher education where academic and practitioner knowledge and knowledge that exists in communities come together in new less hierarchical ways in the service of teacher learning represents a paradigm shift in the epistemology of teacher education programs. I argue that this shift toward more democratic and inclusive ways of working with schools and communities is necessary for colleges and universities to fulfill their mission in the education of teachers.

Routledge eBooks, Jun 3, 2019

... fulltext in DiVA. Create reference ». Author: Swarts, Patti. Dahlström, Lars (Umeå University... more ... fulltext in DiVA. Create reference ». Author: Swarts, Patti. Dahlström, Lars (Umeå University, Faculty of Social Sciences, Education). Zeichner, Ken. Title: A Luta Continua: The Struggle Continues. Department: Umeå University, Faculty of Social Sciences, Education. Publication ...

* Título en Inglés: Action Research and the Improvement of Teaching in Colleges and Universities.... more * Título en Inglés: Action Research and the Improvement of Teaching in Colleges and Universities. Documento tomado de www.unesco.cl. Traducción y reproducción autorizada amablemente por el autor. La ponencia fue leída en un congreso en la

Education research and perspectives, 2006

This paper describes the implications for the work if teaching and the curriculum if teacher educ... more This paper describes the implications for the work if teaching and the curriculum if teacher education programs if three dijftrent views if teaching expertise and teacher education (prcrftssionalization, deregulation and social justice) that have competed with each other for dominance in the USA since the inception if formal teacher education in the nineteenth century.

Journal of Teacher Education, Jan 12, 2018

Schools cannot teach children well if teachers lack an understanding of their students' cultures ... more Schools cannot teach children well if teachers lack an understanding of their students' cultures and lives, and if they lack meaningful relationships with their families. (Warren,

Journal of Education for Teaching, 1990

ABSTRACT