Redesigning Teacher Education

Alan R. Tom is Professor of Education at the University of North Carolina at Chapel Hill. He is the author of Teaching as a Moral Craft and An Approach to Selecting Among Social Studies Curricula and coeditor of Teacher Education in Liberal Arts Settings.

"The contrast between a design approach and a two-step implications approach to teacher education is one of the strongest aspects of the book. Each of Tom's conceptual and structural principles is significant in itself and should stimulate significant rethinking about teacher education." — Linda Valli, University of Maryland at College Park"This book is clearly written by someone who knows first hand what he's talking about with regard to teacher education. There is plenty of appropriate and accurate scholarship woven into the fabric of the book, but there is even more personal insight. This is substantively different from teacher education books that study the problems other people are having in reforming teacher education. This person has already tried what I, as a teacher educator, am trying to do." — Barbara S. Stengel, Millersville University

• Introduction Teacher Education as a Multifaceted "Problem"The Education of a Teacher EducatorCuts at Differing Angles 1. Composing a Life as a Teacher Educator Becoming a Teacher EducatorBecoming an Administrator 2. Common Criticisms and Popular Reform Proposals Professional Education Under Attack Once AgainFour Common Criticisms of Professional EducationProposals for Reforming Professional Education 3. Teacher Education by Design Teacher Education by ImplicationTeacher Education by DesignPrinciples for Design 4. Principles of Conceptual Design Principle 1: Modeling of Program EmphasesPrinciple 2: Pedegogy as Encompassing the MoralPrinciple 3: An Explicit View of Subject MatterPrinciple 4: Multiculturalism Throughout the ProgramPrinciple 5: Provisions for Program Renewal 5. Principles of Structural Design Principle 6: Compressed ProgrammingPrinciple 7: A Focus on Pedagogical ThinkingPrinciple 8: Integration of Theory and PracticePrinciple 9: Vertical StaffingPrinciple 10: Cohort Grouping of StudentsPrinciple 11: Redirection Toward Career Development 6. Strategies for Change in Teacher Education Change: Propositions or Specific Strategies?Task ForceTop-DownPilot ProgramFamily Style 7. Barriers to Change in Teacher Education The Legacy of Excessive RegulationThe Power to ChangeMatching Organization and Design Epilogue Notes References Index