Clare Kosnik – författare

As technology becomes more widespread and the world continues to change in many other ways, teachers have adapted to allow education to evolve with the 21st century. This book provides theoretical foundations and highly practical strategies for classrooms tackling modern challenges, drawing in part on the ideas and experiences of practising teachers. The authors highlight how crucial education is for equipping future generations with the skills for individual, societal and planetary wellbeing, while still considering the pressures of ‘teaching to the test’. Every teacher balances a range of priorities as they enter a classroom which this book addresses:•Teaching for personal development, including autonomy, resilience, critical thinking, mental health and overall wellbeing•Teaching for social development, for the workplace but also for community participation and social life generally•Teaching for equity, inclusion and political and global/environmental commitment•Teaching for digital knowledge and skill, in ways that are technologically advanced and substantively relevant•Enhanced teacher identity, professionalism and wellbeing The book will be an essential companion for teachers, particularly those at the start of their training and in preservice roles, with plenty of practical suggestions and strategies.“Classroom Teaching in the 21st Century is a gift to school leaders and teachers who are looking for sound advice to improve teaching and learning.”Pak Tee NG, National Institute of Education, Nanyang Technological University, Singapore“If you are looking for fresh ideas about teaching for meaning and well-being, as well as for competence and content, look no further.”A. Lin Goodwin, Dean, Faculty of Education, The University of Hong Kong, Hong Kong“This is an important new book which will make a substantial contribution to the literature on education and schooling.”Keith F Punch, Emeritus Professor, Graduate School of Education, The University of Western Australia, AustraliaClive Beck is Emeritus Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, teaching courses for preservice and in-service teachers and engaging in empirical research on teaching. He is a past-Coordinator of Graduate Studies at OISE and past-President of the American Philosophy of Education Society. Clare Kosnik is Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, past-Director of Elementary Teacher Education at OISE and past-Director of the Jackman Institute of Child Study. She has researched extensively on teaching and teacher education, and has received University-wide Awards for Excellence in both teaching and graduate supervision.

Good teacher education not only enhances the understanding and skills of new teachers, but increases the likelihood of them staying in the profession. In Priorities in Teacher Education, Clare Kosnik and Clive Beck argue that teacher preparation should be given sharper focus, identifying seven priority areas:program planningpupil assessmentclassroom organization and communityinclusive educationsubject content and pedagogyprofessional identitya vision for teaching Long-time teacher education instructors and researchers themselves, the authors identified these priorities through literature-based research and the findings of a three-year study following twenty-two graduates through their first years of teaching. Packed with examples and quotes about these experiences, the book is broken down into seven chapters, each focusing on one of the seven priorities and containing a case study of one teacher whose experiences embody the priority being discussed.As the chapters progress, the authors increasingly demonstrate the interplay between the seven priorities, showing that none of them can be pursued in isolation, and building a comprehensive base of essential knowledge for beginning teachers.Teacher educators will find Priorities in Teacher Education a key guide to pre-service preparation, while new and student teachers will benefit enormously from reading the ‘front line’ accounts of their contemporaries.

Good teacher education not only enhances the understanding and skills of new teachers, but increases the likelihood of them staying in the profession. In Priorities in Teacher Education, Clare Kosnik and Clive Beck argue that teacher preparation should be given sharper focus, identifying seven priority areas:program planningpupil assessmentclassroom organization and communityinclusive educationsubject content and pedagogyprofessional identitya vision for teaching Long-time teacher education instructors and researchers themselves, the authors identified these priorities through literature-based research and the findings of a three-year study following twenty-two graduates through their first years of teaching. Packed with examples and quotes about these experiences, the book is broken down into seven chapters, each focusing on one of the seven priorities and containing a case study of one teacher whose experiences embody the priority being discussed.As the chapters progress, the authors increasingly demonstrate the interplay between the seven priorities, showing that none of them can be pursued in isolation, and building a comprehensive base of essential knowledge for beginning teachers.Teacher educators will find Priorities in Teacher Education a key guide to pre-service preparation, while new and student teachers will benefit enormously from reading the ‘front line’ accounts of their contemporaries.

With its focus on the work and identity of teacher educators, this book addresses an essential but under-researched area in teacher education. It makes a major contribution to analysing the field and develops existing research on the working lives and identities of teacher educators. The book explores ideas about the future of teacher education and the implications for policy changes in education systems across the world. It brings together studies from across the globe on how teacher educators, within higher education institutions, function as both academics and professionals in different institutions and nations. It also considers professional learning for teacher educators as an occupational group and makes practical suggestions for change and improvement in this often neglected area of higher education. The book deliberately draws on research from a range of traditions, including life history, policy analysis, ethnography and self-study. The contributions come from major researchers in teacher education in Australia, Continental Europe, the USA and Canada, the UK and Asia. This book was originally published as a special issue of the Journal of Education for Teaching.

Designed to help student teachers develop an approach to teaching that is both theoretical and practical, this text focuses on key aspects of teaching rather than trying to "cover the waterfront." Based on extensive research on teachers’ views, their own long experience as teacher educators, and other sources, the authors recommend 7 priorities for teaching and teacher education: program planning pupil assessment classroom organization and community inclusive education subject content and pedagogy professional identity a vision for teachingEach chapter deals in turn with one of these priorities, using a common format. Activities throughout help readers understand what the priority means in both theory and practice. This text is a companion to the authors’ 2009 book for teacher educators, Priorities in Teacher Education: The 7 Key Elements of Pre-Service Preparation. By making these 7 priorities and related knowledge explicit, it helps student teachers to acquire essential knowledge and skills, to understand the teaching/learning process more fully, and above all to be as prepared as possible for the demanding work of teaching.

Designed to help student teachers develop an approach to teaching that is both theoretical and practical, this text focuses on key aspects of teaching rather than trying to "cover the waterfront." Based on extensive research on teachers’ views, their own long experience as teacher educators, and other sources, the authors recommend 7 priorities for teaching and teacher education: program planning pupil assessment classroom organization and community inclusive education subject content and pedagogy professional identity a vision for teachingEach chapter deals in turn with one of these priorities, using a common format. Activities throughout help readers understand what the priority means in both theory and practice. This text is a companion to the authors’ 2009 book for teacher educators, Priorities in Teacher Education: The 7 Key Elements of Pre-Service Preparation. By making these 7 priorities and related knowledge explicit, it helps student teachers to acquire essential knowledge and skills, to understand the teaching/learning process more fully, and above all to be as prepared as possible for the demanding work of teaching.

Presents key principles of teacher education and concrete examples from successful programs.This book offers a comprehensive, "social constructivist" approach to preservice education. Written in a clear, accessible style, it presents key principles of teacher education and concrete examples from eight successful programs in Australia, Canada, and the United States. It extends constructivism beyond Piaget and Vygotsky to more recent theorists such as Barthes and Derrida, indicating how such an approach can lead to engaging, effective education. Clive Beck and Clare Kosnik advocate an approach to teacher education that is highly original, linking integration, community components, and inquiry to a degree not commonly found in preservice programs, and they show in detail how to implement these elements.

Presents key principles of teacher education and concrete examples from successful programs.This book offers a comprehensive, "social constructivist" approach to preservice education. Written in a clear, accessible style, it presents key principles of teacher education and concrete examples from eight successful programs in Australia, Canada, and the United States. It extends constructivism beyond Piaget and Vygotsky to more recent theorists such as Barthes and Derrida, indicating how such an approach can lead to engaging, effective education. Clive Beck and Clare Kosnik advocate an approach to teacher education that is highly original, linking integration, community components, and inquiry to a degree not commonly found in preservice programs, and they show in detail how to implement these elements.

With its focus on the work and identity of teacher educators, this book addresses an essential but under-researched area in teacher education. It makes a major contribution to analysing the field and develops existing research on the working lives and identities of teacher educators. The book explores ideas about the future of teacher education and the implications for policy changes in education systems across the world. It brings together studies from across the globe on how teacher educators, within higher education institutions, function as both academics and professionals in different institutions and nations. It also considers professional learning for teacher educators as an occupational group and makes practical suggestions for change and improvement in this often neglected area of higher education. The book deliberately draws on research from a range of traditions, including life history, policy analysis, ethnography and self-study. The contributions come from major researchers in teacher education in Australia, Continental Europe, the USA and Canada, the UK and Asia. This book was originally published as a special issue of the Journal of Education for Teaching.

Making a difference in Teacher Education through Self-Study: Studies of Personal, Professional, and Program Renewal describes the systematic efforts of committed and creative teacher educators to improve their teacher education programs. It describes the accomplishments of individuals (and in part the programs in which they work) who have overcome many of the hurdles teacher educators typically face. These individuals have made a difference in the lives of their students, their colleagues, and many classroom teachers. The book presents research on 15 different teacher education programs and describes individual renewal efforts. The stories – including both the successes and challenges – are inspiring and informative. In this age of accountability these teacher educators have used a range of research methods to gather data on their work and in turn used it to guide future decisions. The text includes examples of both large scale research and individual efforts. The common thread among the authors is a commitment to “walking the talk”.

Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: “Are learning communities essential in education?” “How are they designed and developed?” “What difference do they make in learning?” The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the “how to” of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators.

Making a difference in Teacher Education through Self-Study: Studies of Personal, Professional, and Program Renewal describes the systematic efforts of committed and creative teacher educators to improve their teacher education programs. It describes the accomplishments of individuals (and in part the programs in which they work) who have overcome many of the hurdles teacher educators typically face. These individuals have made a difference in the lives of their students, their colleagues, and many classroom teachers. The book presents research on 15 different teacher education programs and describes individual renewal efforts. The stories – including both the successes and challenges – are inspiring and informative. In this age of accountability these teacher educators have used a range of research methods to gather data on their work and in turn used it to guide future decisions. The text includes examples of both large scale research and individual efforts. The common thread among the authors is a commitment to “walking the talk”.

This unique book is an important source of information for all of those who educate future teachers and those who participate in teacher education as students, researchers, educators and policymakers. The volume also contributes to the international development of higher quality and research-led teacher education provision by providing clear evidence of policy impact. It draws on original research studies, conducted across eight countries in North America, Europe and Australia to analyse the impact of teacher education policy initiatives on ‘insiders’ in the fields, including education students, teacher educators and mentors in schools. In achieving this, the various chapters in the book analyse the commonalities and differentiations in the many policy reforms in teacher education currently being implemented by national governments. The book reveals some of the hidden consequences of these recent ‘reform’ efforts. It is also of use for leaders and policy makers in teacher education, providing them with insider perspectives from both theory and practice and making it possible for them to develop research-informed decisions that take into account the voices of insiders. Few texts have considered international policy trends alongside the impact they have had on significant stakeholder groups ‘inside’ teacher education. In redressing this omission, the book contributes to a better understanding of and improved practice of work in teacher education, both pre- and in-service.