Theo Wubbels – författare

Although the idea of the reflective practitioner is embraced by many, there is still a need to understand how teachers'' practical experience and the theoretical insights of researchers can be linked in teacher education. This book offers a framework for addressing this problem. It brings together 15 years of experience in teacher education and research, based on Korthagen''s concept of "realistic teacher education" which is well known in Europe and gaining interest in North America. Set up as a journey back and forth between practice and theory, this book is not only about linking them but models how it can be done, providing both practical solutions and research-based theoretical foundations. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education: * serves as a guidebook for teacher educators, with many practical ideas and guidelines; * prepares the reader for a fundamental shift in thinking about teacher education; and * uses an international perspective in analyzing real, practical experience in teacher education, in the Netherlands and in other countries.

Although the idea of the reflective practitioner is embraced by many, there is still a need to understand how teachers'' practical experience and the theoretical insights of researchers can be linked in teacher education. This book offers a framework for addressing this problem. It brings together 15 years of experience in teacher education and research, based on Korthagen''s concept of "realistic teacher education" which is well known in Europe and gaining interest in North America. Set up as a journey back and forth between practice and theory, this book is not only about linking them but models how it can be done, providing both practical solutions and research-based theoretical foundations. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education: * serves as a guidebook for teacher educators, with many practical ideas and guidelines; * prepares the reader for a fundamental shift in thinking about teacher education; and * uses an international perspective in analyzing real, practical experience in teacher education, in the Netherlands and in other countries.

Accountability and Culture of School Teachers and Principals studies the degree to which teachers and principals in eight countries view themselves as taking responsibility, working by clear standards, reporting transparently, and accepting feedback at work.

The book focuses on cultural values that explain variation in accountability levels of school educators, drawing on data from Canada, China, Hungary, Israel, the Netherlands, Spain, South Africa, and Zimbabwe. It addresses the question of whether cultural values, specifically collectivism and individualism, are related to teachers’ and principals’ external and internal accountability dispositions. It also explores the intriguing role of organizational support and key school personnel in school reforms across the world, providing a new way to understand school accountability.

The book will be of great interest for academics, post-graduate students, and scholars in the field of education policy and international and comparative studies in education.