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Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate by Margaret Macintyre Latta, Susan Wunder (Paperback, 2012)

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Rethinking the Education Doctorate so that practitioner knowledge is at the centre of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical means-ends what works questions alone, and open into normative and political questions about educational value and professional action. In documenting the largest, most co-ordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in pre-service and graduate level teacher education, practising K-16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither topdown nor necessarily `grass roots', it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significance's of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership.

Product Identifiers

Publisher
Information Age Publishing
ISBN-13
9781617357374
eBay Product ID (ePID)
114038039

Product Key Features

Subject Area
Social Research
Author
Margaret Macintyre Latta, Susan Wunder
Publication Name
Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate
Format
Paperback
Language
English
Subject
Strategy, Teaching
Publication Year
2012
Type
Textbook
Number of Pages
275 Pages

Additional Product Features

Editor
Margaret Macintyre Latta, Susan Wunder
Country/Region of Manufacture
United States

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Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate by Margaret Macintyre Latta, Susan Wunder (Paperback, 2012)

About this product

Product Information

Product Identifiers

Product Key Features

Additional Product Features

Best Selling in Adult Learning & University

Polyvagal Exercises for Safety and Connection: 50 Client-Centered Practices by Deb Dana (Paperback, 2020)

Save on Adult Learning & University

Ford Falcon EF, EL/Fairlane NF, NL/LTD DF, DL 1994-1998 Haynes Workshop Manual

Netter Atlas of Human Anatomy: Classic Regional Approach

Michael Price Nick Vandome Windows 11 for Seniors in easy steps (Paperback)

BORN IN 1971?... 1951?BIRTHDAY...Australian Social History....Chrisi, Birthdays

Dr. Robert Melillo Disconnected Kids - Revised and Updated (Paperback)

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