Redefining Teacher Education
(from Gonzalez and Darling-Hammond, 1997)
The authors call for a national dialogue designed to shift the emphasis
in teacher education (p. 34):
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from teachers as passive recipients of information to active and engaged
participants who produce their own knowledge and participate actively in
charting their own professional growth.
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from teachers as seekers of a uniform method for teaching all children
to active proponents of many ways of teaching and learning.
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from teachers with technical orientation to their craft, in which they
follow prescribed patterns, to a flexible orientation in which they make
decisions about what works best
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from teachers as carrying out a narrowly focused job of teaching students
to multidirectional participants in converting schools into communities
of learning
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from teachers as rigid followers of instructional recipes to reflective
practitioners . . .
-
from teachers as cultural agents who promote a hegemonic national culture
to active participants in a movement to recognize and affirm cultural diversity
in the nation
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for New Challenges -> Professional
Development in the 21st Century -> II.D.1.
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