Kooperativer Bibliotheksverbund

UID:

Format: XIII, 145 p. 25 illus. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031567681

Content: This book focuses on enhancing teacher education quality by making evidence- informed decisions about policy, assessing quality, establishing effective strategies, and innovating teacher preparation programs. It advocates for the importance of rigorous program design and evaluation as the basis for shaping policy directions and claiming program effectiveness. The book introduces "Design for Change" (DfC), a 20-year-long collaborative effort by a group of teacher educators dedicated to improving their practices. DfC is divided into two parts: Design for Change-Teams and Process (DfC-TaP) and Design for Change-Programs and Courses (DfC-PaC). DfC-TaP explores how to form and sustain a design team of academics, emphasizing the collaborative process's value in program development. DfC-PaC delves into applying practical theory to curriculum design, mapping programs to standards, creating meaningful learning and assessment tasks, and leveraging technology. The latter includes a chapter on software for teacher preparation program design. The book's ultimate goal is to offer a versatile framework for designing teacher education programs. The book employs evidence from longitudinal research to present generalizable concepts and structures for program developers and designers. By doing so, the book aims to contribute to the field by providing a research-based guide for building teacher education programs that enhance the overall educational experience for both faculty and students. .

Note: Chapter 1:Teacher Preparation: What should we expect? -- Chapter 2: Practical Theory -- Chapter 3: Design for Change-Teams and Process (DfC-TaP) -- Chapter 4: Design for Change Programs and Courses (DfC-PaC) -- Chapter 5: Evidence for Design for Change-Teams and Process (DfC-TaP) -- Chapter 6: Evidence for Design for Change-Programs and Courses (DfC-PaC) -- Chapter 7:The Role of Technology -- Chapter 8 Implications and Future Directions.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031567674

Additional Edition: Printed edition: ISBN 9783031567698

Additional Edition: Printed edition: ISBN 9783031567704

Language: English

DOI: 10.1007/978-3-031-56768-1

URL: https://doi.org/10.1007/978-3-031-56768-1

UID:

Format: 1 online resource (149 pages)

Edition: First edition.

ISBN: 9783031567681

Note: Intro -- Acknowledgments -- Contents -- List of Figures -- List of Tables -- Chapter 1: Design for Change: Goals and Assumptions -- 1.1 Background -- 1.2 Our Goal -- 1.3 The Challenge of Getting to the Starting Line -- 1.4 Design for Change Assumptions -- 1.5 The Chapters -- 1.5.1 Conceptualizing What We Should Expect of Graduating Teachers -- 1.5.2 Practical Theory in Design for Change -- 1.5.3 The Design for Change Model-Teams and Process (DfC-TaP) -- 1.5.4 The Design for Change Model-Programs and Courses (DfC-PaC) -- 1.5.5 Evidence for Design for Change-Teams and Process (DfC-TaP) -- 1.5.6 Evidence for Design for Change-Programs and Courses (DfC-PaC) -- 1.5.7 The Role of Technology -- 1.5.8 Takeaways and Conclusions -- References -- Chapter 2: Conceptualizing What We Should Expect of Teacher Preparation -- 2.1 The Context -- 2.2 The Rationale for Classroom-Ready Practice -- 2.3 The Research-to-Practice Gap and Lethal Mutation -- 2.4 Teaching Standards: Framing the Requirements of Teacher Preparation Programs -- 2.5 Standards as a Driver for Program Design and Benchmarking -- 2.6 The Efficacy of Standards -- 2.7 The Case for Schema -- 2.8 Organizational Schema -- 2.9 Schema and Communities of Practice -- References -- Chapter 3: Practical Theory in Design for Change -- 3.1 Complexity and Self-Organization -- 3.1.1 Theoretical Background -- 3.2 Complexity as a Metaphor -- 3.3 Theoretical Principles of Self-Organization -- 3.3.1 Simple Rules -- 3.3.2 Embedded Design -- 3.3.3 Emergent Feedback -- 3.3.4 Dispersed Control -- 3.3.5 Similarity at Scale -- 3.3.6 Common Schema -- 3.4 Complexity and Education -- 3.5 Self-Organization in Education Settings -- 3.6 Implications for Teacher Education -- References -- Chapter 4: The Design for Change Model-Teams and Process (DfC-TaP) -- 4.1 DfC-TaP Rationale and Description -- 4.2 Adopting a Theory. , 4.3 Building Team Commitments (Simple Rules) -- 4.4 Embedding Commitments in the Work Process (Embedded Design) -- 4.5 A Shared Design Metaphor (Similarity at Scale) -- 4.6 Building Capacity (Dispersed Control) -- 4.7 Working Together (Emergent Feedback) -- 4.8 Schema -- 4.9 Pattern Language -- 4.10 Professional Control -- References -- Chapter 5: The Design for Change Model - Programs and Courses (DfC-PaC) -- 5.1 Program Mapping: Using Team Commitments to Instantiate the Program Schema -- 5.2 Graduation Products: Translating Mapping into Assessment Products Design -- 5.3 Graduation Products as a Driver for Program Design -- 5.4 Shared Design Metaphor: Self-Similarity and Dispersed Control in Course Design -- 5.5 The Shared Design Metaphor in Action -- 5.5.1 Modeling Evidence-Based Practice -- 5.6 Reflecting on the Design Examples -- 5.7 Shared Agency with Emergent Feedback -- 5.8 Instantiating the Schema with Tools -- References -- Chapter 6: Evidence for Design for Change: Teams and Process (DfC-TaP) -- 6.1 Baseline Conditions -- 6.1.1 Getting Involved -- 6.2 Adopting a Theory and Schema Development -- 6.2.1 Schema Knowledge -- 6.3 Collaborative Process -- 6.4 Shared Course Design Metaphor -- 6.5 Feedback -- 6.6 Bridging the Theory-to-Practice Gap -- 6.7 The Student Experience -- References -- Chapter 7: Evidence for Design for Change: Programs and Courses (DfC-PaC) -- 7.1 Knowledge of Practice -- 7.2 Schema Development -- 7.3 Pattern Language -- 7.4 Self-Efficacy -- 7.5 Lesson Design and Teaching Practice -- 7.6 Research-to-Practice -- References -- Chapter 8: The Role of Technology -- 8.1 The Role of CourseSpace -- 8.2 Building a Baseline: Commitments and Simple Rules -- 8.3 Standards Mapping: Framing the Schema -- 8.4 Embedded Design: Graduation Products -- 8.5 Building Assessment Tasks: Dispersing Control. , 8.6 Course Design: Similarity at Scale -- 8.7 Sharing Feedback: Making Feedback Emergent -- 8.8 CourseSpace as Schema -- References -- Chapter 9: Takeaways and Conclusions -- 9.1 Takeaways -- 9.1.1 The Challenging State of Teacher Education Research -- 9.1.2 The Limits of Accreditation -- 9.1.3 Joining Dots -- 9.1.4 More and More -- 9.1.5 The Masking Effect of Supply Issues -- 9.1.6 Good Design as a Virus -- 9.1.7 Technology Has Agency -- 9.1.8 The Importance of Collaboration -- 9.1.9 The Wicked Problem of Professional Experience -- 9.1.10 Professional Control and Attrition -- 9.1.11 The Quality Challenge -- References.

Additional Edition: Print version: Bain, Alan Design for Change: Designing Evidence-Based Teacher Preparation Programs Cham : Springer International Publishing AG,c2024 ISBN 9783031567674

Language: English

UID:

Format: 1 online resource (149 pages)

Edition: 1st ed. 2024.

ISBN: 9783031567681

Content: This book focuses on enhancing teacher education quality by making evidence- informed decisions about policy, assessing quality, establishing effective strategies, and innovating teacher preparation programs. It advocates for the importance of rigorous program design and evaluation as the basis for shaping policy directions and claiming program effectiveness. The book introduces "Design for Change" (DfC), a 20-year-long collaborative effort by a group of teacher educators dedicated to improving their practices. DfC is divided into two parts: Design for Change-Teams and Process (DfC-TaP) and Design for Change-Programs and Courses (DfC-PaC). DfC-TaP explores how to form and sustain a design team of academics, emphasizing the collaborative process's value in program development. DfC-PaC delves into applying practical theory to curriculum design, mapping programs to standards, creating meaningful learning and assessment tasks, and leveraging technology. The latter includes a chapter on software for teacher preparation program design. The book's ultimate goal is to offer a versatile framework for designing teacher education programs. The book employs evidence from longitudinal research to present generalizable concepts and structures for program developers and designers. By doing so, the book aims to contribute to the field by providing a research-based guide for building teacher education programs that enhance the overall educational experience for both faculty and students. .

Note: Chapter 1:Teacher Preparation: What should we expect? -- Chapter 2: Practical Theory -- Chapter 3: Design for Change-Teams and Process (DfC-TaP) -- Chapter 4: Design for Change Programs and Courses (DfC-PaC) -- Chapter 5: Evidence for Design for Change-Teams and Process (DfC-TaP) -- Chapter 6: Evidence for Design for Change-Programs and Courses (DfC-PaC) -- Chapter 7:The Role of Technology -- Chapter 8 Implications and Future Directions.

Additional Edition: Print version: Bain, Alan Design for Change: Designing Evidence-Based Teacher Preparation Programs Cham : Springer International Publishing AG,c2024 ISBN 9783031567674

Language: English

Keywords: Llibres electrònics

DOI: 10.1007/978-3-031-56768-1