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Teacher education and the struggle for social justice / Kenneth M. Zeichner.

By: Zeichner, Kenneth M.
Publisher: New York ; London : Routledge, 2009Description: xix, 204 p. ; 24 cm.ISBN: 9780805858655 (hbk.); 0805858652 (hbk.); 9780805858662 (pbk.); 0805858660 (pbk.); 9780203878767 (ebk.); 0203878760 (ebk.).Subject(s): Teachers -- Training of | Action research in education | Social justiceDDC classification: 370.711
Contents:
The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students -- Educating teachers for social justice / Kenneth M. Zeichner and Ryan Flessner -- Professional development schools in a culture of evidence and accountability -- Action research as a strategy for preparing teachers to work for greater social justice: a case study from the United States -- Action research: personal renewal and social reconstruction -- Action research in teacher education as a force for greater social justice -- Beyond the divide of teacher research and academic research -- Connecting genuine teacher development to the struggle for social justice -- Contradictions and tensions in the professionalization of teaching and the democratization of schools -- Reflections of a university-based teacher educator on the future of college- and university-based teacher education.
Item type Current location Shelf location Call number Copy number Status Notes Date due Barcode
Main Collection Taylor's Library-TU

Floor 4, Shelf 11 , Side 1, TierNo 3, BayNo 1

 370.711 ZEI 2009 (Browse shelf) 1 Available GENLS,GENLS,03,GR 5000128266

Includes bibliographical references (p. [169]-199) and index.

The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students -- Educating teachers for social justice / Kenneth M. Zeichner and Ryan Flessner -- Professional development schools in a culture of evidence and accountability -- Action research as a strategy for preparing teachers to work for greater social justice: a case study from the United States -- Action research: personal renewal and social reconstruction -- Action research in teacher education as a force for greater social justice -- Beyond the divide of teacher research and academic research -- Connecting genuine teacher development to the struggle for social justice -- Contradictions and tensions in the professionalization of teaching and the democratization of schools -- Reflections of a university-based teacher educator on the future of college- and university-based teacher education.