Also a couple of references that caught my eye:
The Teacher Effectiveness Movement: How 80 Years of Essentialist Control Have Shaped the Teacher Education Profession Journal of Teacher Education March 1, 2006 57: 167-180
Marilyn Cochran-Smith Teacher Education and the Outcomes Trap Journal of Teacher Education November/December 2005 vol. 56 no. 5 411-417
Linda Darling-Hammond How Teacher Education Matters Journal of Teacher Education May 2000 vol. 51 no. 3 166-173
Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education
Abstract: Changing times and postmodern perspectives have disrupted the taken-for-granted relationship between child development knowledge and the preparation of early childhood teachers. Despite ongoing exchanges about how best to respond to the critique of the developmental knowledge base, few descriptions of how particular teacher educators have gone about reconceptualizing their curriculum exist. Employing postmodern views of knowledge, power, and subjectivity, this article describes three pedagogies employed by the authors to enact a postmodern teacher education. After describing each of these pedagogies—situating knowledge, multiple readings, and engaging with images—an example from classroom practice is given to illustrate how these strategies come together to assist students to understand how teaching enacts power relations. The article concludes with a discussion of some of the challenges involved in trying to shift from developmental to postmodern practices in the preparation of early childhood educators.
action or reaction!: reflecting on Sally Lubeck’s wisdom to reinvent the field of early education Journal of Early Childhood Research February 2008 6: 69-74,
from developmental-constructivism to socio-cultural theory and practice: an expansive analysis of teachers’ professional learning in early childhood education Journal of Early Childhood Research February 2007 5: 83-106,
The Intersection of Policy, Reform, and Teacher Education Donna L. Wiseman Journal of Teacher Education March/April 2012 vol. 63 no. 2 87-91
For over a decade, teacher education has been at the crosshairs of educational reform and policy mandates. At the conclusion of a report on the impact of the Holmes Group in the late 1990s, Fullan, Galluzzo, Morris, and Watson (1998) wrote, “Never before has teacher education experienced such a massive outpouring of political and fiscal action” (p. 68). If teacher education was experiencing an outpouring of political and fiscal action in the late 1990s, then what we are experiencing in the beginning of the second decade of the 2000s must be a monumental flood. The impact of policy on the teacher education reform agenda has reached crisis proportions in 2011 and sent the profession into a reactive mode.
The impetus for changing teacher education arises from many concerns, not the least of which is that teaching diverse learners in a highly technical and media-rich society requires the learning of new, highly sophisticated strategies (Darling-Hammond & McLaughlin, 1999). Furthermore, teacher education exists in an environment where there are wide achievement gaps among diverse student groups. International comparisons continue to show that U.S. students are not competing at expected levels, especially in mathematics and science where we rank lower than some third world countries (U.S. Department of Education, National Center for Education Statistics, 2011). Many students exiting classrooms are not prepared for success in postsecondary education and do not have the appropriate skills and abilities needed for today’s jobs. The public outcry regarding the performance of our students and the quality of our schools has targeted teachers as one explanation for students’ poor performance in schools and sparked a wide-ranging discussion about variation in teacher effectiveness. Because studies and reports establish the importance of individual teachers in student achievement, sources of variation in quality have been under scrutiny. One source of variation …