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Leadership for change in teacher education : voices of Canadian Deans of education /
Leadership for Change in Teacher Education: Voices of Canadian Deans of Education presents a rich sampling of diverse perspectives on the topic in a unique collection of reflections contributed by Canadian deans of education. The focus of the inquiry, ℓ́ℓWhat would we hear from deans of education in...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés Francés |
| Publicado: |
Rotterdam :
Sense Publishers,
2015.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Leadership for change in teacher education : |b voices of Canadian Deans of education / |c edited by Susan E. Elliott-Johns. |
| 264 | 1 | |a Rotterdam : |b Sense Publishers, |c 2015. | |
| 264 | 4 | |c ©2015 | |
| 300 | |a 1 online resource (128 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 500 | |a Includes index. | ||
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references and index. | ||
| 546 | |a In English. One article in French. | ||
| 505 | 0 | |a ""TABLE OF CONTENTS""; ""FOREWORD""; ""REFERENCES""; ""ACKNOWLEDGEMENTS""; ""LEADERSHIP FOR CHANGE IN CONTEMPORARY TEACHER EDUCATION: Why a Focus on the Role of Deans of Education?""; ""REFERENCES""; ""1. TOGETHER TODAY FOR SOCIETY�S FUTURE: Indigenous Teacher Education in the Yukon""; ""INTRODUCTION""; ""BACKGROUND AND CONTEXT""; ""REFERENCES""; ""2. THE IMPACT OF DIFFERENTIATION ON TEACHER EDUCATION IN ONTARIO""; ""INTRODUCTION""; ""POLICY ON DIFFERENTIATION""; ""TEACHER EDUCATION AND DIFFERENTIATION""; ""NOTES""; ""REFERENCES"" | |
| 505 | 8 | |a ""3. LA RESTRUCTURATION DU PROGRAMME EN ÉDUCATION AU CAMPUS SAINT-JEAN DE L'UNIVERSITAÉ DE L'ALBERTA: Lâ€?Importance du RÃ?le des Leaders du Milieu Académique""""INTRODUCTION""; ""LE CONTEXTE DANS LEQUEL SE SITUE NOTRE PROGRAMME DE FORMATION DES ENSEIGNANTS""; ""Contexte général""; ""La formation des enseignants au Campus Saint-Jean: Un programme pas commeles autres""; ""LES DÃ?FIS MAJEURS AUXQUELS NOUS FAISONS FACE ET NOTRE DÃ?BUT DE RÃ?PONSE À CES DÃ?FIS""; ""Défis majeurs""; ""Des éléments de solution pour relever ces défis"" | |
| 505 | 8 | |a ""CONCLUSION: UN PROCESSUS DE REFONTE QUI NE PEUT SE FAIRE EN ISOLATION""""RÃ?FÃ?RENCES""; ""3A. RESTRUCTURING THE TEACHER EDUCATION PROGRAM AT THE CAMPUS SAINT-JEAN OF THE UNIVERSITY OF ALBERTA: The Importance of Academic Leaders""; ""THE CONTEXT OF OUR TEACHER-TRAINING PROGRAM""; ""General Context""; ""Teacher Education at Campus Saint-Jean: A Program Unlike the Others""; ""OUR PRINCIPLE CHALLENGES AND INITIAL RESPONSE""; ""Major Challenges""; ""Elements of a Response to These Challenges""; ""CONCLUSION: A REORGANIZATIONAL PROCESS THAT CANNOT EXIST IN ISOLATION""; ""REFERENCES"" | |
| 505 | 8 | |a ""4. exploring complexities of leadership for teacher education""""leadership flux and organizational culture""; ""socialization to organizational culture""; ""my vision as a dean of education""; ""setting direction""; ""references""; ""5. reflections on change leadership in a faith based teacher education program""; ""minding the gap with humility""; ""minding the gap with stillness and attention""; ""minding the gap through gratitude""; ""what the spirit makes possible in a teacher education program""; ""references"" | |
| 505 | 8 | |a ""6. LEADING IN THE TWENTY-FIRST CENTURY LEARNING ENVIRONMENT: Challenging the Deanship""""REFERENCES""; ""7. TEACHERS WHO LIVE IN GLASS HOUSES SHOULD NOT THROW STONES: A Call for Urgent Reform of University Teacher Education""; ""REFERENCES""; ""8. NEW TECHNOLOGIES AND LEADERSHIP CHALLENGES FOR TEACHER EDUCATION""; ""A PREFERRED FUTURE FOR TEACHER EDUCATION""; ""REFERENCES""; ""9. WALKING THE TIGHTROPE: Staying Upright in Turbulent Times""; ""INTRODUCTION""; ""COMMON CHALLENGES""; ""DEVELOPING TRENDS""; ""CREATING A VISION""; ""REFERENCES"" | |
| 520 | |a Leadership for Change in Teacher Education: Voices of Canadian Deans of Education presents a rich sampling of diverse perspectives on the topic in a unique collection of reflections contributed by Canadian deans of education. The focus of the inquiry, ℓ́ℓWhat would we hear from deans of education invited to share their perspectives on leadership for change in contemporary teacher education?ℓ́ℓ invited deans of education to reflect on the research, policies and practices currently informing their leadership. The results, fourteen engaging and provocative essays, offer important insights and increased understandings of the complex nature of their work and explore concerns raised in relation to lived experience and the multi-faceted processes of leading change for teacher education in contemporary contexts. Reflections in these short essays underscore the critical role of deans in provoking, supporting and championing new ideas and approaches to pedagogy for teacher education, and make clear the complexities inherent in leading the change. The Coda highlights the limited scope of related research available in the current literature and recommends urgent attention, in both research and practice, to the preparation of deans and support for their ongoing professional learning and sustainable leadership. This book will be of great interest to scholars, deans of education, teacher educators, university administrators and other policymakers. ℓ́ℓLeadership for Change was a catalyst to immersing myself in this book, promising as it does the ℓ́ℓVoices of Canadian Deans of Educationℓ́ℓ. A member of the Association of Canadian Deans of Education (ACDE) for over a decade, I have been honoured to join these voices around many conference tables and other informal sessions. The promise of important insights these voices can share is fulfilled within every one of the compelling chapters. The book reminds us of the diverse geographical, political, and theoretical contexts that enhance understandings of multiple perspectives on leadership and the complex educational challenges inherent in contemporary teacher education. A deep commitment to public education and a profound work ethic towards stellar, relevant teacher education resonates across the work of these deans of education. This thought-provoking book makes a valuable contribution to the literature on reconceptualising leadership for teacher education.ℓ́ℓ ℓ́ℓ Professor Fern Snart, Dean of Education, University of Alberta. | ||
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