ERIC ED370944: Innovation in Teacher Education: A Review of Recent Literature = L'Innovation dans la formation du personnel enseignant: Etude de textes recents.

306 Pages·1992·6.9 MB·English

by  ERIC

DOCUMENT RESUME
SP 035 311
ED 370 944
Thiessen, Dennis; And Others
AUTHOR
Innovation in Teacher Education: A Review of Recent
TITLE
Literature = L'Innovation dans la formation du
personnel enseigrant: Etude de textes recents.
Ontario Ministry of Education and Training,
INSTITUTION
Toronto.
ISBN-0-7778-0184-1
REPORT NO
PUB DATE
92
NOTE
306p.
MGS Publications Services, 880 Bay Street, 5th Floor,
AVAILABLE FROM
Toronto, Ontario M7A 1N8 Canada (French version
ISBN-0-7778-0185-X).
Multilingual/Bilingual
Information Analyses (070)
PUB TYPE
Materials (171)
English; French
LANGUAGE
MF01/PC13 Plus Postage.
EDRS PRICE
Action Research; *Beginning Teacher Induction;
DESCRIPTORS
Educational Change; *Educational Innovation;
*Educational Practices; Educational Trends;
Elementary School Teachers; Elementary Secondlry
Education; Foreign Countries; Higher Educatio14
*Inservice Teacher Education; Literature Reviews;
Partnerships in Education; *Preservice Teacher
Education; *Professional Development; Secondary
School Teachers
1980s; *Reform Efforts
IDENTIFIERS
ABSTRACT
Innovation has become common fare in all phases
(preservice, induction, inservice) of the teacher education
continuum. This review of the literature looks at innovative
practices since 1987. Six chapters elaborate on innovations in
first chapter
teacher education from different vantage points. The
includes a rationale for the review and summarizes review findings.
Chapter 2, "Trends and Themes," situates innovations within the
context of educational reform and introduces key innovative themes
(collaboration, integration, reflection, experience, and inquiry).
Chapter 3, "Innovations by Teachers and in Schools," presents a
framework which groups innovations by personal or social form,
"Innovations for
structure, source, and participant involvement.
Teachers Within/Across Organizations," the topic of chapter 4,
highlights organizational initiatives introduced to support teacher
development. Chapter 5, "Towards a Fundamental Purpose for
Innovations," examines different levels of purpose (functional,
structural, and visionary). The final chapter, "Present and Future
Directions," offers a speculative analysis of innovative trends and
possibilities. Appendix A provides references by the continuum
(preservice, induction, inservice, and across the continuum);
in
Appendix B provides references on innovations by teachers and
provides
schools (individual, pair and group approaches); Appendix C
within/across
references on innovations for teachers and
(LL)
organizations (support systems, centres, partnerships).
imam' oar-
Innov
Macher
A eview of Recent
Literature
Principal kmatigators:
U S. DEPARTMEAT OF EDUCATION
Olnce of Educational Rsmaarch and Improvement
Dennis Thieves
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BEST CPT AVAILABLE
A RESEARCH STUDY COMMISSIONED BY THE
ONTARIO MINISTRY OF EDUCATION AND TRAINING
Innovations in Teacher
Education
A Review of Recent Literature
Principal Investigators:
Dennis Thiessen
Ann Kilcher
With:
Gabriel Bordeleau
Alar, Bowd
Patrick Diamond
Michael Fullan
Stan Shapson
Gerald Trottier
This research project was funded under contract by the Ministry of
Education and Training, Ontario. It reflects the views of the authors
and not necessarily those of the Ministry.
3
L.QUEEN_EIRINIEWNIABEI,J2_,1'
R
9
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Canadian Cataloguing in Publication Data
Thiessen, Dennis.
Innovations in teacher education
Includes bibliographical references.
Issued also insFrench under title: L'innovation dans la formation du personnel
enseignant.
ISBN 0-7778-0184-1
1. TeachersTraining of. 2. TeachersTraining ofBibliography. I. Kilcher, Ann.
II. Ontario. Ministry of Education. M. Title.
C92-092581-2
370.71
1992
LB1707.T53
CONTENTS
vii
ACKNOWLEDGEMENTS
CHAPTER 1: INTRODUCTION
1
INNOVATIVE PRACTICES IN TEACHER EDUCATION: A SUMMARY
1
1
RATIONALE FOR THE REVIEW
3
OUR APPROACH TO THE REVIEW
3
Starting Assumptions
3
Innovations
4
Teacher Education
4
Continuum
4
Context
4
Basic Parameters
5
Time
5
Location
5
Language
6
A Note on Resources and Scope
6
Quantity and Quality
7
Innovative Activity, Not Reports
7
Accessibility
8
Emphases
8
ORGANTZATION OF CHAPTERS AND APPENDICES
1 1
CHAPTER 2: TRENDS AND THEMES
11
AS PART OF EDUCATIONAL REFORM
12
Intensification
14
Restructur ng
15
Changing Place of Teacher Education
17
INNOVATIONS
TRENDS IN PRESERVICE, INDUCTION, AND INSERVICE
17
Preservice
19
Induction
21
Inservice
23
State of the Continuum
24
THEMES ACROSS THE CONTINUUM
24
Collaboration
25
Integration
26
Ref lecke
26
Experience
27
Irk luirY
28
Themes in Combination
28
SUMMA RY
3 1
CHAPTER 3: INNOVATIONS BY TEACHERS AND IN SCHOOLS
31
INNOVATIONS
A FRAMEWORK FOR UNDERSTANDING THE SPECTRUM OF
34
BY TEACHERS AND IN SCHOOLS
15
Individual Strategies and Approaches
35
Writing
37
Self-Evalurion
38
Teacher as Researcher and Individually Guided Professional Development
39
Working In Pairs
39
Teachers as Colleagues
40
Coaching
42
Mentoring
43
Group Strategies for Professional Development in Schools
43
Support Groups
45
Action Research
46
School Improvement
48
CONDITIONS FOR OR AS INNOVATIONS?
50
SUMMARY .
WITHIN/ACROSS
CHAPTER 4: INNOVATIONS FOR TEACHERS AND
5 1
ORGANIZATIONS
51
FOR TEACHERS AND WITH1N/ACROSS ORGANIZATIONS
52
Support Systems
53
Institutes und Short Courses
54
Teacher Leadership Positions
57
Instructional Supervision
57
Centres
59
Teacher Centres
60
Professional Development Centres and Research Centres
61
Professional Development Schools
iv
62
Partnerships
63
School-University Partnerships
64
Netwaks
65
Organizational Cooperation
66
CONDITIONS AS OR FOR INNOVATIONS?
67
SUMMARY
6 9
CHAPTER 5: TOWARDS A FUNDAMENTAL PURPOSE FOR INNOVATIONS
70
FUNCTIONAL PURPOSE: TO IMPROVE TEACHER EDUCATION PRACTICES
71
EDUCATION
STRUCTURAL PURPOSE: TO CHANGE THE CONDITIONS OF TEACHER
73
TO BE
VISIONARY PURPOSE: TO ARTICULATE WHO TEACHERS SHOULD LEARN
74
A Restructuring Image: TeacherG as Reformers
76
An Intensification Image: Teachers as Steward.s
79
TOWARDS INNOVATIONS FOR TEACHERS AS REFORMERS
81
SUMMARY
8 2
CHAPTER 6: PRESENT AND FUTURE DIRECTIONS
82
CHANGING POPULATION OF "lEACHERS"
84
MODES AND STRUCTURES
84
Where Do Teachers Learn?
84
When Do Teachers Learn?
84
With Whom Do Teachers Learn?
85
How Do Teachers Learn?
85
Under What Organizational Arrangements Do Teachers Learn?
85
CONTENT AND PRIORITIES
86
Why Do Teachers Learn?
86
What Do Teachers Learn?
88
Under Which Priorities Do Teachers Learn?
88
What Do Teachers Stand Foe
89
CONCLUDING COMMENT
91
APPENDIX k REFERENCES BY THE CONTINUUM
92
PRESERVICE
93
INDUCTION
94
INSERVICE
95
ACROSS THE CONTINUUM
97
APPENDIX B: INNOVATIONS BY TEACHERS AND IN SCHOOLS
98
IN DIV 1DUAL APPRO AC HES
100
PAIR APPROACHES
101
GROUP APPROACHES
103
APPENDIX C: INNOVATIONS FOR TEACHERS AND WITHIN/ACROSS ORGANIZAT'ONS
104
SUPPORT SYSTEMS
105
CENTRES
106
PARTNERSHIPS
107
REFERENCES
ACKNOWLEDGEMENTS
created one of
For our review of recent literature on innovations in teacher education, we
universities. We relied on
the innovations we will report, namely a partnership across four
(FEUT) and a
coordination from the Faculty of Education at the University of Toronto
Teacher Development
complex web of participation and support from the Joint Centre for
Studies in Education),
(a cooperative venture between FEUT and the Ontario Institute for
of Education at York
the Faculty of Education at the University of Ottawa, the Faculty
joint effort
University, and the School of Education at Lakehead University. We hope our
in teacher
is another step towards further collaborative work with all of the parmers
education.
in Canada and the
Many people contributed to the reporL We are grateful to colleagues
thoughts about teacher
United States who took the time to call us back and share their
perceptive analysis of
education. We are indebted to Florence Samson for her careful and
during our never-ending
key references and to Rosanna Tite for her timely assistance
editorial support from
search for "more". We greatly appreciate the technical, artistic, and
Field gave us the
Frances Tolnai, Vashty Hawkins, Mai Lai, and Gary Pyper. Judith
project and its budget on target. Our thanks
necessary financial management to keep the
extend to our co-workers in each organization.
1
CHAPTER 1
INTRODUCTION
SUMMARY
INNOVATIVE PRACTICES IN TEACHER EDUCATION: A
(preservice, induction,
In recent times, innovation has become common fare in all phases
do different things
inservice) of the teacher education continuum. Unwittingly, the drive to
"bottles." Our review of the
in better ways has sometimes replicated old patterns in new
education in a different
literature on innovative practices since 1987 however, finds teacher
is to restructure the
place, at the core of a broader reform agenda whose mission
Though too early to announce the dawn of a new era, we are
educational system.
education will make to
optimistic about the significant contribution innovations in teacher
students. In Table 1 the major
the redirection of our schools and to the education of our
findings of the review art summarized.
RATIONALE FOR THE REVIEW
of the literature would:
The Request for Proposals indicated that a comprehensive search
initiatives of the
provide the Teacher Education Work Team of the restructuring
Ministry of Education;
be valuable in the
provide awareness of recent research initiatives that would
Education
planning and preparation of the Symposium on Innovations in Teacher
scheduled for Spring 1991;
achieving its
provide a resource to assist the Centre for Teacher Education in
for teacher
objectives (i.e., quality of service to clients, strategic policy agenda
education).
19