Visions for Teacher Educators

Perspectives on the Association of Teacher Educators' Standards

Contributions by Theodore E. Andrews, Susan Arisman Dean, Coppin State University, Renee T. Clift, Loretta Donovan, Roy Edelfelt, Robert L. Fisher Chair, Commission on the Assessment of the Teacher Educator Standards, Melissa Gibson, Carl A. Grant Hoefs-Bascom Professor, University Wisconsin-Madison, Delores Heiden, W Robert Houston John and Rebecca Moores Professor of Education, Distinguished Teacher Educa, David G. Imig, Scott R. Imig, Thomas A. Kessinger, Jane A. Leibbrand, Lili M. Levinowitz, Emily Lin, D John McIntyre, Karen Peterson, Diane Rodriguez, Barbara J. Short, Mary Sowder, Arthur E. Wise Edited by Cari L. Klecka, Sandra J. Odell professor and chair, Univ, Robert W. Houston, Robin Haskell McBee

Publication date:

16 February 2009

Length of book:

266 pages

Publisher

R&L Education

Dimensions:

242x162mm
6x10"

ISBN-13: 9781607091271

This book seeks to not only articulate a vision for the profession through Standards for Teacher Educators but also provide a historical perspective of and explore the issues surrounding these standards. To accomplish this, the book establishes the history of teacher education as a discipline, defines who is a teacher educator, and provides a historical foundation for these standards. The reader is then presented with a set of mini-chapters designed to conceptualize a vision for teacher educators through each of the nine standards. Featuring voices of eductors in diverse fields, the third section expands thinking about the standards and how they may or may not apply to others. The final section provides viewpoints on Standards for Teacher Educators and the potential impact of such standards on the profession.

Part 1 Foundations for Teacher Educator Standards
Chapter 2 The History of Teacher Education as a Discipline
Chapter 3 Who Is a Teacher Educator
Chapter 4 Conceptualizing, Developing, and Testing Standards for Teacher Educators
Part 5 Conceptualizing Visions for Teacher Educators through Standards
Chapter 6 Standard One: Teaching
Chapter 7 Standard Two: Cultural Competence
Chapter 8 Standard Three: Scholarship
Chapter 9 Standard Four: Professional Development
Chapter 10 Standard Five: Program Development
Chapter 11 Standard Six: Collaboration
Chapter 12 Standard Seven: Public Advocacy
Chapter 13 Standard Eight: Teacher Education Profession
Chapter 14 Standard Nine: Vision
Part 15 Multiple Voices: Examples of Applying the Standards across Disciplines
Chapter 16 A Multicultural Approach to ATE's Standards for Teacher Educators
Chapter 17 How School-Based Teacher Educators Exemplify the Standards
Chapter 18 Perspectives on Standards from a Literacy Teacher Educator
Chapter 19 Teacher Educator Standards through the Educational Technology Lens
Chapter 20 Voices: Alternative Routes to Licensure
Chapter 21 Diversity Perspective
Chapter 22 ATE Standards as a Guide for the Evolution of a Music Educator
Chapter 23 Roles and Perspectives of State Directors of Teacher Education
Chapter 24 ATE's Standards for Teacher Educators: A Tool to Clarify and Inform Teacher Educators' Professional Goals
Part 25 Perspectives on Standards
Chapter 26 The Role of Standards on the Educational Landscape: Perspectives on Standards for Teacher Educators
Chapter 27 What Can Standards Do for Teacher Educators?
Chapter 28 The Teacher Educator Standardss as a Foundation for Professional Self-Study
Chapter 29 Be Careful of What You Ask for: Do We Really Want or Need Standards for Teacher Educators?
Chapter 30 Afterword

It is well documented that the achievement of P-12 students is enhanced by improving the quality of the teachers in their classrooms. In the same way, the quality of the teachers will be enhanced by improving the quality of those who educate the teachers in preservice as well as inservice programs. This volume significantly contributes to the critical conversation about the quality of teacher educators. The chapters outlining the Standards for Teacher Educators and the clarifying indicators powerfully define and further expand on the operational definition of a teacher educator's role - a much needed contribution to the field.