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Teacher education and the social conditions of schooling / Daniel P. Liston, Kenneth M. Zeichner

Main Author Liston, Daniel Patrick Coauthor Zeichner, Kenneth M. Country Estados Unidos. Publication New York : Routledge, 1991 Description XXIII, 293 p. ; 23 cm Series Critical Social Thought ISBN 0-415-90071-9 CDU 371.13
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 371.13 - L Available 97436
Total holds: 0

Enhanced descriptions from Syndetics:

Aims to establish a social reconstructionist agenda for American teacher education. This text analyzes four traditions of reform - academic, social efficiency, developmentalist and social reconstructivist - formulating its aims and objectives for teachers within the latter.

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CHOICE Review

In another high-quality study in the ^D["Critical Social Thought^D]" series (e.g., Robert B. Everhart, Reading, Writing, and Resistance, CH, Feb'84), Liston and Zeichner provide an incisive analysis of the social conditions of teachers' work and propose reforms in teacher education programs reflecting the social reconstructionism tradition. The authors, practicing teacher educators, would train teachers ^D["to be capable of giving good reasons for their educational actions.^D]" Toward this end, they advocate foundation courses that define teachers' role through reform traditions and that promote teachers' understanding of themselves as educators. The authors also suggest preservice courses to explore the social, institutional, and political context impacting on teachers' ethical and moral decisions and to raise social consciousness and a commitment to building a more humane and just society. Drawing upon their experiences at the University of Wisconsin-Madison, the authors detail their implementation of such social reconstructionism reforms as reflective teaching, identifying problems associated with the teaching content, action research projects, ethnographic studies, and curriculum analysis projects. This is a well-written, scholarly study that includes notes, references, and name and subject indexes. It compares favorably with recent works (e.g., Access to Knowledge, ed. by John I. Goodlad and Pamela Keating, 1990) attacking inequities plaguing education. Undergraduate and graduate collections.

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