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ERIC Number: EJ812447
Record Type: Journal
Publication Date: 2008-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1354-0602
Contradictions and Tensions in the Place of Teachers in Educational Reform: Reflections on Teacher Preparation in the USA and Namibia
Zeichner, Ken; Ndimande, Bekisizwe
Teachers and Teaching: Theory and Practice, v14 n4 p331-343 Aug 2008
This paper examines recent education and teacher education reforms in the USA and Namibia and analyzes two tensions that have been a central part of debates about teacher quality and teacher education in many parts of the world: whether we should prepare teachers as technicians or as reflective practitioners; and whether we should prepare teachers for teacher-centered or learner-centered instruction. Although the USA and Namibia are very different countries in size, economic development, and in numerous other ways, the authors argue that their national governments, like many others, have chosen to follow similar paths in reforming their K-12 and teacher education systems. Both countries demonstrate an emphasis on the investment of scarce resources in constructing and maintaining elaborate accountability systems by preparing teachers to meet externally prescribed standards to produce good standardized test scores. The paper argues that this approach, tied to a technicist view of teaching and teacher education, is misguided. (Contains 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Namibia; United States