Reclaiming Education as a Public Good: Place-Based Teacher Education

Autor/in	Santone, Susan
Titel	Reclaiming Education as a Public Good: Place-Based Teacher Education
Quelle	In: Childhood Education, 95 (2019) 5, S.66-69 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2019.1663102
Schlagwörter	Foreign Countries; Preservice Teacher Education; Inservice Teacher Education; Place Based Education; Educational Innovation; Problem Solving; Environmental Education; Climate; Social Justice; Interpersonal Relationship; Sustainable Development; Public Education; Educational Change; Jamaica; Nigeria; United States + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Instructional innovation; Bildungsinnovation; Problemlösen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Klima; Soziale Gerechtigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Nachhaltige Entwicklung; Öffentliche Erziehung; Bildungsreform; USA
Abstract	The field of teacher education is abuzz with a quest for innovation, with public and private stakeholders seeking ways to improve teacher efficacy, support equity, and address the countless challenges of education in the 21st century. Technology often dominates these conversations. From online learning to virtual reality, "innovation" is often defined in digital scientific terms. Lost in the tech-saturated conversation is a different type of innovation--one grounded in authentic problem-solving from within the local community. In this approach (often referred to as place-based education [PBE]), teachers learn to engage youth in tackling the social and environmental challenges they will (and already) face--from climate change to inequality to interpersonal relationships. With its focus on integrating academic achievement and student agency toward collective well-being, PBE seamlessly advances the competencies students need as scholars, citizens, and neighbors. This article will unfold the basic principles of community-based teacher education and offer examples from three different countries: Jamaica, Nigeria, and the United States. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01