ABSTRACT
This volume offers a cross-national analysis of teacher education programs designed to prepare teachers for work in middle level schools.
The book showcases 15 detailed case studies of courses at institutions across North America, Europe, Asia, and Africa—including from countries currently underrepresented in middle level literature—which provide detailed information on programming whilst foregrounding the political, social, and cultural factors which have influenced priorities within teacher education. Underpinning the book is a comparative case study framework, used to identify divergences and commonalities within and across nations whereby factors such as globalization, policy, and socio-cultural views of teaching and adolescence are explored as determinants of the nature, success, and challenges of middle level teacher preparation.
This text will benefit scholars, academics, and students in the fields of middle level education, teacher education, and international and comparative education. Those involved with educational policy and politics, as well as teacher training and the sociology of education more broadly, will also benefit from this volume.
TABLE OF CONTENTS
part |10 pages
Introduction
part I|56 pages
Middle Level Teacher Preparation in Africa
chapter 2|20 pages
Teacher Training at the Oldest Institute in Angola
chapter 4|17 pages
Middle Level Teacher Education in Uganda
part II|48 pages
Middle Level Teacher Preparation in Asia-Pacific
chapter 5|15 pages
Understanding the Middle Years Learner
part III|56 pages
Middle Level Teacher Preparation in Europe and the Middle East
chapter 9|18 pages
Educación Artística en España
chapter 10|17 pages
Teacher Training for the Middle School Level in Turkey
part IV|106 pages
Middle Level Teacher Preparation in the Americas
chapter 12|18 pages
Our Journey in Middle Years Education
chapter 15|14 pages
Problematizing the Relationship between State Policy and Educator Preparation
chapter 16|22 pages
Middle Grades Teacher Education Program in the John H. Lounsbury College of Education
part |21 pages
Conclusion