Kenneth M Zeichner
Dados Biográficos
| ID | 1546924 |
|---|---|
| NOME | Kenneth M Zeichner |
| PRENOMES | Kenneth M |
| SOBRENOME | Zeichner |
| ASSINATURA | ZEICHNER K M |
| AFILIAÇÕES | University of Wisconsin–Madison |
| ORCID | 0000-0003-0412-5575 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAÇÕES | 423 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1979 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2016 |
| ÍNDICE H | 12 |
Promoviendo la Justicia Social y la Democracia en la Formación del Profesorado
Maintaining a critical eye on the teacher education programs is essential, both to think about their relevance and to advance the development of these programs towards training that contributes to social justice, at the same time that develop within a social justice and equity framework. However, although many of the teacher education programs espouse social justice, his students are not trained in an own atmosphere of this slogan. In the United …
Teaching other people’s children, elsewhere, for a while
Teach for All is a good example of a globally travelling educational reform policy. In this article, we examine the rhetoric of the reform through an analysis of its public discourse, specifically the websites for the umbrella organization, 3 of its 35 constituent projects (Teach for America, Teach First and Teach for China) and one associated project (Teach First Norway). The analysis focuses on the rhetorical production of teaching as something…
Teacher Education and the Struggle for Social Justice
Foreword, Michael W. The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 2. Educating Teachers for Social Justice Ken Zeichner and Ryan Flessner 3. Professional Development Schools in a Culture of Evidence and Accountability 4. Action Research as a Strategy for Preparing Teachers to Work for Greater Social Justice: A Case Study from the United States 5. Action Research: Pe…
Uma análise crítica sobre a "reflexão" como conceito estruturante na formação docente
Neste artigo, Ken Zeichner, baseando-se em seus vários anos de experiência como formador de educadores, discute o uso do conceito de "reflexão" em programas de formação docente ao redor do mundo, relacionando-o a três temas: 1) até que ponto a formação docente reflexiva resultou em um desenvolvimento real dos professores; 2) contribuiu para diminuir as lacunas na qualidade da educação de estudantes de diferentes perfis étnicos, raciais e sociais …
Le rôle du portfolio de l’enseignant comme outil pour identifier et développer les compétences des enseignants
This paper focuses on the teaching portfolio as an assessment and development tool in preservice teacher education. A conceptual framework is proposed outlining critical dimensions of variation in portfolio use that can assist teacher educators and researchers in designing and understanding the conditions under which portfolios either recognize or help teachers develop teaching expertise. This culture of expertise among teachers is an essential a…
Teacher research as professional development for P–12 educators in the USA [1]
This article reviews selected research related to the professional development impact of school-based teacher research programs for P-12 educators in the USA. Following the presentation of a framework that describes the dimensions of variation in P-12 teacher research in the USA, the article examines the results of several studies of school-based teacher research programs and identifies several conditions under which school-based teacher research…
The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 1
This paper analyzes the strengths and weaknesses of three of the major approaches to teacher education reform in the United States: the professionalization agenda, the deregulation agenda, and the social justice agenda. Although each of these approaches to reform has contributed in positive ways to improving teacher education in a manner that would lessen the achievement gap in U.S. public schools, they each have certain weaknesses that undermine…
What We Know and Don’t Know from Peer-Reviewed Research about Alternative Teacher Certification Programs
This article examines the peer-reviewed literature on alternative teacher certification programs in the United States to see what can be concluded about who participates in these programs, where participants teach, how long participants stay, how participants’ teaching is evaluated, and how well participants are able to promote student learning
A research informed vision of good practice in multicultural teacher education
Teacher educations responsibility to address diversity issues
1998). Teacher educations responsibility to address diversity issues: Enhancing institutional capacity. Theory Into Practice: Vol. 37, Preparing Teachers for Cultural Diversity, pp. 88-95
Traditions of practice in U.S. preservice teacher education programs
Rethinking the Practicum in the Professional Development School Partnership
The reemergence of the professional development school movement in North America may mark the beginning of a paradigm shift in clinical teacher education. Conceptual and structural obstacles to student teacher learning in practicums that must be addressed if the professional development school is to achieve its goals are discussed. The conceptual barriers result from inadequate conceptions of reflection that neglect teachers' practical theories, …
Action research and reflective teaching in preservice teacher education
Teacher Education and the Social Context of Schooling
If one of the central aims of a teacher education program is to enable future teachers to give good reasons for their educational plans, and if these plans must take into account the social realities of schooling, then teacher educators must figure out coherent ways to encourage a reflective examination of these realities. In this paper the authors suggest a set of curricular concerns and issues that would encourage prospective teachers to think …
Traditions of Reform in U.S. Teacher Education
Four traditions of reform in 20th century teacher education in the United States are described: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is il lustrated with examples from both early to mid-century and contemporary teacher education programs. It is argued that this framework of reform traditions can help clarify some important differences among ideas and practices in teacher education that appear…
The structure and goals of a student teaching program and the character and quality of supervisory discourse
Teaching Student Teachers to Reflect
Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series
Reflective Teacher Education and Moral Deliberation
Liston and Zeichner discuss the frailties of both the reflective approach and the moral craft orientation, and they elabo rate on the idea of "moral deliberation." They suggest that the reflective and moral craft approaches to teacher educa tion do not recognize the complexity of moral deliberation. Prospective teachers are encouraged, instead, to utilize dis tinct moral principles to examine teach ing issues and to strive to act in morally virtu…
Varieties of discourse in supervisory conferences
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
Questions persist, according to the authors, with respect to how much influence student teaching plays in the teacher socializa tion process. Some researchers, such as Lortie, argue that the socialization of teachers occurs largely through the internaliza tion of teacher models experienced during the thousands of hours that individuals spend as pupils in classrooms. Others suggest that the prospective teacher's latent culture is relatively unimpo…
Alternative Paradigms of Teacher Education
Teacher Training and Educational Foundations
Are the Effects of University Teacher Education 'Washed Out' by School Experience
Myths and Realities
Dulling the Senses
Myths and Realities
Are the Effects of University Teacher Education 'Washed Out' by School Experience
Alternative Paradigms of Teacher Education
Action research and reflective teaching in preservice teacher education
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
Questions persist, according to the authors, with respect to how much influence student teaching plays in the teacher socializa tion process. Some researchers, such as Lortie, argue that the socialization of teachers occurs largely through the internaliza tion of teacher models experienced during the thousands of hours that individuals spend as pupils in classrooms. Others suggest that the prospective teacher's latent culture is relatively unimpo…
A research informed vision of good practice in multicultural teacher education
Teacher educations responsibility to address diversity issues
1998). Teacher educations responsibility to address diversity issues: Enhancing institutional capacity. Theory Into Practice: Vol. 37, Preparing Teachers for Cultural Diversity, pp. 88-95
Traditions of practice in U.S. preservice teacher education programs
Dulling the Senses
Uma análise crítica sobre a "reflexão" como conceito estruturante na formação docente
Neste artigo, Ken Zeichner, baseando-se em seus vários anos de experiência como formador de educadores, discute o uso do conceito de "reflexão" em programas de formação docente ao redor do mundo, relacionando-o a três temas: 1) até que ponto a formação docente reflexiva resultou em um desenvolvimento real dos professores; 2) contribuiu para diminuir as lacunas na qualidade da educação de estudantes de diferentes perfis étnicos, raciais e sociais …
What We Know and Don’t Know from Peer-Reviewed Research about Alternative Teacher Certification Programs
This article examines the peer-reviewed literature on alternative teacher certification programs in the United States to see what can be concluded about who participates in these programs, where participants teach, how long participants stay, how participants’ teaching is evaluated, and how well participants are able to promote student learning
Varieties of discourse in supervisory conferences
Reflective Teacher Education and Moral Deliberation
Liston and Zeichner discuss the frailties of both the reflective approach and the moral craft orientation, and they elabo rate on the idea of "moral deliberation." They suggest that the reflective and moral craft approaches to teacher educa tion do not recognize the complexity of moral deliberation. Prospective teachers are encouraged, instead, to utilize dis tinct moral principles to examine teach ing issues and to strive to act in morally virtu…
Traditions of Reform in U.S. Teacher Education
Four traditions of reform in 20th century teacher education in the United States are described: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is il lustrated with examples from both early to mid-century and contemporary teacher education programs. It is argued that this framework of reform traditions can help clarify some important differences among ideas and practices in teacher education that appear…
The structure and goals of a student teaching program and the character and quality of supervisory discourse
Teacher Training and Educational Foundations
Teaching other people’s children, elsewhere, for a while
Teach for All is a good example of a globally travelling educational reform policy. In this article, we examine the rhetoric of the reform through an analysis of its public discourse, specifically the websites for the umbrella organization, 3 of its 35 constituent projects (Teach for America, Teach First and Teach for China) and one associated project (Teach First Norway). The analysis focuses on the rhetorical production of teaching as something…
Rethinking the Practicum in the Professional Development School Partnership
The reemergence of the professional development school movement in North America may mark the beginning of a paradigm shift in clinical teacher education. Conceptual and structural obstacles to student teacher learning in practicums that must be addressed if the professional development school is to achieve its goals are discussed. The conceptual barriers result from inadequate conceptions of reflection that neglect teachers' practical theories, …
Teacher Education and the Social Context of Schooling
If one of the central aims of a teacher education program is to enable future teachers to give good reasons for their educational plans, and if these plans must take into account the social realities of schooling, then teacher educators must figure out coherent ways to encourage a reflective examination of these realities. In this paper the authors suggest a set of curricular concerns and issues that would encourage prospective teachers to think …
Le rôle du portfolio de l’enseignant comme outil pour identifier et développer les compétences des enseignants
This paper focuses on the teaching portfolio as an assessment and development tool in preservice teacher education. A conceptual framework is proposed outlining critical dimensions of variation in portfolio use that can assist teacher educators and researchers in designing and understanding the conditions under which portfolios either recognize or help teachers develop teaching expertise. This culture of expertise among teachers is an essential a…
Dulling the Senses
Myths and Realities
Are the Effects of University Teacher Education 'Washed Out' by School Experience
Teacher Training and Educational Foundations
Alternative Paradigms of Teacher Education
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
Questions persist, according to the authors, with respect to how much influence student teaching plays in the teacher socializa tion process. Some researchers, such as Lortie, argue that the socialization of teachers occurs largely through the internaliza tion of teacher models experienced during the thousands of hours that individuals spend as pupils in classrooms. Others suggest that the prospective teacher's latent culture is relatively unimpo…
Varieties of discourse in supervisory conferences
Teaching Student Teachers to Reflect
Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series
Reflective Teacher Education and Moral Deliberation
Liston and Zeichner discuss the frailties of both the reflective approach and the moral craft orientation, and they elabo rate on the idea of "moral deliberation." They suggest that the reflective and moral craft approaches to teacher educa tion do not recognize the complexity of moral deliberation. Prospective teachers are encouraged, instead, to utilize dis tinct moral principles to examine teach ing issues and to strive to act in morally virtu…
The structure and goals of a student teaching program and the character and quality of supervisory discourse
Teacher Education and the Social Context of Schooling
If one of the central aims of a teacher education program is to enable future teachers to give good reasons for their educational plans, and if these plans must take into account the social realities of schooling, then teacher educators must figure out coherent ways to encourage a reflective examination of these realities. In this paper the authors suggest a set of curricular concerns and issues that would encourage prospective teachers to think …
Traditions of Reform in U.S. Teacher Education
Four traditions of reform in 20th century teacher education in the United States are described: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is il lustrated with examples from both early to mid-century and contemporary teacher education programs. It is argued that this framework of reform traditions can help clarify some important differences among ideas and practices in teacher education that appear…
Action research and reflective teaching in preservice teacher education
Rethinking the Practicum in the Professional Development School Partnership
The reemergence of the professional development school movement in North America may mark the beginning of a paradigm shift in clinical teacher education. Conceptual and structural obstacles to student teacher learning in practicums that must be addressed if the professional development school is to achieve its goals are discussed. The conceptual barriers result from inadequate conceptions of reflection that neglect teachers' practical theories, …
Traditions of practice in U.S. preservice teacher education programs
A research informed vision of good practice in multicultural teacher education
Teacher educations responsibility to address diversity issues
1998). Teacher educations responsibility to address diversity issues: Enhancing institutional capacity. Theory Into Practice: Vol. 37, Preparing Teachers for Cultural Diversity, pp. 88-95
What We Know and Don’t Know from Peer-Reviewed Research about Alternative Teacher Certification Programs
This article examines the peer-reviewed literature on alternative teacher certification programs in the United States to see what can be concluded about who participates in these programs, where participants teach, how long participants stay, how participants’ teaching is evaluated, and how well participants are able to promote student learning
Teacher research as professional development for P–12 educators in the USA [1]
This article reviews selected research related to the professional development impact of school-based teacher research programs for P-12 educators in the USA. Following the presentation of a framework that describes the dimensions of variation in P-12 teacher research in the USA, the article examines the results of several studies of school-based teacher research programs and identifies several conditions under which school-based teacher research…
The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 1
This paper analyzes the strengths and weaknesses of three of the major approaches to teacher education reform in the United States: the professionalization agenda, the deregulation agenda, and the social justice agenda. Although each of these approaches to reform has contributed in positive ways to improving teacher education in a manner that would lessen the achievement gap in U.S. public schools, they each have certain weaknesses that undermine…
Le rôle du portfolio de l’enseignant comme outil pour identifier et développer les compétences des enseignants
This paper focuses on the teaching portfolio as an assessment and development tool in preservice teacher education. A conceptual framework is proposed outlining critical dimensions of variation in portfolio use that can assist teacher educators and researchers in designing and understanding the conditions under which portfolios either recognize or help teachers develop teaching expertise. This culture of expertise among teachers is an essential a…
Uma análise crítica sobre a "reflexão" como conceito estruturante na formação docente
Neste artigo, Ken Zeichner, baseando-se em seus vários anos de experiência como formador de educadores, discute o uso do conceito de "reflexão" em programas de formação docente ao redor do mundo, relacionando-o a três temas: 1) até que ponto a formação docente reflexiva resultou em um desenvolvimento real dos professores; 2) contribuiu para diminuir as lacunas na qualidade da educação de estudantes de diferentes perfis étnicos, raciais e sociais …
Teacher Education and the Struggle for Social Justice
Foreword, Michael W. The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 2. Educating Teachers for Social Justice Ken Zeichner and Ryan Flessner 3. Professional Development Schools in a Culture of Evidence and Accountability 4. Action Research as a Strategy for Preparing Teachers to Work for Greater Social Justice: A Case Study from the United States 5. Action Research: Pe…
Promoviendo la Justicia Social y la Democracia en la Formación del Profesorado
Maintaining a critical eye on the teacher education programs is essential, both to think about their relevance and to advance the development of these programs towards training that contributes to social justice, at the same time that develop within a social justice and equity framework. However, although many of the teacher education programs espouse social justice, his students are not trained in an own atmosphere of this slogan. In the United …
Teaching other people’s children, elsewhere, for a while
Teach for All is a good example of a globally travelling educational reform policy. In this article, we examine the rhetoric of the reform through an analysis of its public discourse, specifically the websites for the umbrella organization, 3 of its 35 constituent projects (Teach for America, Teach First and Teach for China) and one associated project (Teach First Norway). The analysis focuses on the rhetorical production of teaching as something…
Pedagogy (23 obras) · Psychology (20 obras) · Mathematics education (19 obras) · Sociology (17 obras) · Teacher Education and Leadership Studies (16 obras) · Political science (15 obras) · Teacher education (14 obras) · Educator Training and Historical Pedagogy (7 obras) · Law (6 obras) · Collaborative Teaching and Inclusion (4 obras)