Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams

2009 ◽  
Vol 109 (5) ◽  
pp. 537-553 ◽  
Author(s):  
Ronald Gallimore ◽  
Bradley Ermeling ◽  
William Saunders ◽  
Claude Goldenberg
Keyword(s):  
Teacher Education ◽  
School Based ◽  
Inquiry Teams ◽  
Practice Teacher

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

scholarly journals Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research

2019 ◽  
Vol 43 (1) ◽  
pp. 422-452 ◽  
Author(s):  
M. Shelley Thomas ◽  
Shantel Crosby ◽  
Judi Vanderhaar
Keyword(s):  
Teacher Education ◽  
School Climate ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Systems Of Care ◽  
Preservice Teacher Education ◽  
Empirical Work ◽  
School Based ◽  
Trauma Informed Care ◽  
Trauma Informed

Attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing trauma-informed teaching and teacher education that is reflected back to those audiences is less established. This interdisciplinary overview and synthesis of literature examined interventions used in schools to determine the dominant framework used for promoting and practicing trauma-informed care in schools and the effectiveness of school-based supports for trauma-affected youth to identify implications for changing teaching practice. While multiple disciplines conduct research using different methodologies examining trauma-informed practices in schools, educators are underexamined in this work. Additionally, education researchers began engaging in research on trauma-informed practices in schools more recently, and as such, research emanating from education researchers comprises a small portion of this review. Drawing across the work, we offer recommendations for a more robust, interdisciplinary research agenda with the intentional purpose to change teacher practice.

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