Marvin F. Wideen, Peter P. Grimmett

Part 1 The contexts and the call for radical reform: chapters by Jaap Tuinman, Memorial University, Newfoundland, Canada and Alan Tom, University of Northern Carolina, USA. Part 2 Case studies of political restructuring: chapters by David Pymm, Open University, Milton Keynes, UK, Richard Tisher, Monash University, Canada, Keneth Howey and Nancy Zimpher, Ohio State University, USA, Michael Fullan, University of Toronto, Canada and Nancy Sheehan, University of British Columbia, Canada, Trond Eliuv Hauge, University of Oslo, Norway, Isabel Alarcao, University of Aveiro, Portugal. Part 3 Reconceptualising teacher education: chapters by Sandy Dawson and Aldona Kloster, Simon Fraser University, Canada, Deborah Court, University of Victoria, Australia and Malcolm Snedden, Victoria School District BC, Australia, Judith Scott et al, Simon Fraser University, Canada, Terry Carson, University of Albert, Canada and Selma Wasserman, Simon Fraser University, Canada.

Pressures for reform in teacher education have begun to take on the same sense of urgency as school reform. Those faculties of education who have been strong advocates for change in the schools now find themselves the subject of similar pressures from governmental policy makers. Attempts at change have taken place in many different countries and jurisdictions around the world.; This book details, through a series of international vignettes, how teachers are responding to the changing times and social contexts in which they do their work. The authors hold the view that changes are inevitable in teacher education but what is not clear is who will control the changes and whether the end result will actually improve the preparation of teachers. The theme of the book is that the reform of teacher education should be informed by intelligent debate and that any attempt to restructure teacher preparation should result from a careful reconceptualisation of it purposes and processes.