Kenneth M. Zeichner

University of Washington Seattle | UW

Based on Ken’s keynote address at the 2021 Australian Teacher Education Association conference, in this interview, Ken outlines his arguments on the current challenges and possibilities for teacher education, especially in the United States. Significant challenges include funding constraints and structural reconfigurations in teacher education cour...

The current study explores how pre-service teachers of English as a foreign language in Vietnam developed their belief about social justice teaching through community field experiences in their teacher education programs. Participants of the study were a cohort of 38 pre-service teachers in a TESOL program in a Vietnamese university. Based on multi...

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of p...

En América Latina existe una larga historia de injusticias, por esta razón es que presentamos este libro. Consideramos importante la conversación entre el mundo anglosajón y el hispanoportugués. Un diálogo que debería ser cada vez más abierto y permanente. Este libro compila un conjunto de textos que abordan la temática de la Justicia Social como u...

Background/Context For over two decades, there has been a steady call for deregulating U.S. teacher education, closing down allegedly poor quality college and university programs, and creating greater market competition. In response to this call to disrupt the dominance of colleges and universities in teacher education, and because of the policies...

Teacher education programs that claim the mantle of social justice often fail to practice what they preach. The three forms of teacher education introduced here outline a path to achieve a more democratic and socially just future for teacher education programs.

Teacher education in the USA is composed of both defenders and critics of the current system of teacher preparation. Some critics of college and university-based teacher education who describe themselves as ‘reformers’ have referred to the non-university programmes as ‘teacher preparation 2.0’ in order to emphasise the innovativeness they feel thes...

This article analyzes a programmatic effort in teacher education, “The Community Teaching Strand” (CTS), to engage local community members as mentors of teacher candidates (TCs) in two postgraduate teacher preparation programs in a large research university. Three different conceptions of the nature and purpose of teacher–family–community relations...

Educational processes articulated to educational and social transformations can be performed in multiple directions. They can range from establishing relationships that are revolutionary of social order, to education in a neo-liberal perspective based on education as a salvationist position ending all social problems. Social and educational transfo...

Purpose – The purpose of this paper is to contrast the approaches to improve teacher quality through initial teacher education (ITE) in the Canadian province of Alberta, a consistently high-performing system on international comparisons, to the approach taken in the USA, which has consistently fared less well than the average country in these compa...

Teach for All is a good example of a globally travelling educational reform policy. In this article, we examine the rhetoric of the reform through an analysis of its public discourse, specifically the websites for the umbrella organization, 3 of its 35 constituent projects (Teach for America, Teach First and Teach for China) and one associated proj...

The author critiques both major camps in the current debates about teacher education for their lack of attention to the role of local communities in preparing teachers. The current work at the University of Washington, Seattle, to engage local community members as mentors of teacher candidates is highlighted.

Background & Purpose This article focuses on the growing role of venture philanthropy in shaping policy and practice in teacher education in the United States. Our goal is to bring a greater level of transparency to private influences on public policy and to promote greater discussion and debate in the public arena about alternative solutions to cu...

What do teachers learn ‘on the job’? And how, if at all, do they learn from ‘experience’? Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice – the role that experience plays in learning to teach in schools. Experience is often w...

This paper discusses changes over the last 40years in teacher education in the USA that have resulted in two very different strategies for improving the preparation of teachers and in substantial inequities in the distribution of the teaching force. The strengths and limitations of promoting greater deregulation and privatisation versus investing i...

In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how teach...

This chapter examines current criticisms of the role of colleges and universities in teacher education in the U.S. and calls for the development of new more democratic models of pre-service teacher education where the responsibility for educating new teachers is shared more equally between colleges/universities, schools and communities. Examples of...

This popular text provides a clear, succinct explanation of how reflection is integral to teachers’ understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied edu...

This book addresses two main questions, namely how to prepare high-quality teachers in the 21st century and how the East and the West can learn from each other. It addresses the different challenges and dilemmas that eastern countries, especially China, and western countries are facing with regard to teacher education. We explore the question by ex...

Nations no longer have the freedom to formulate their educational policies in isolation. . . . While everyone is aware of how international economic competition, free-trade zones, and global exchanges have dramatically altered the nature of the world we live in, we rarely think about public schooling as affected by global trends. . . . Now, these c...

These accounts of the implementation of best practices, including mentoring, social and emotional learning, teacher leadership, and community involvement, illustrate instances where the knowing-doing gap has been bridged to create positive outcomes for students. Thoughtful practitioners will be inspired by this compendium of innovative ideas that h...

There is growing interest internationally in the dispositions and skills needed by teachers to prepare children to be world-minded and global citizens. This chapter describes the results from the Citizenship and World-Mindedness Survey to assess the extent to which prospective teachers are prepared to prepare children for a future that requires int...

Neste artigo, discuto um dos problemas centrais que tem afligido, já há alguns anos, os cursos de formação inicial de professores nas faculdades e nas universidades, a desconexão entre os componentes curriculares acadêmicos e a parcela da formação docente que acontece nas escolas. Primeiro, extrairei de minha experiência como formador de professore...

In this paper, I discuss one of the central problems that has plagued college and university-based pre-service teacher education for many years, the disconnect between the campus and school-based components of programs. First, I will draw on my own experiences as a teacher educator and administrator over the last thirty plus years at the University...

This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative s...

". . . Clear, articulate, and cogent. . . .[Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions." -- Michael W. Apple, From the Foreword In this selection of his work from 1991-2008, Kenneth M. Zei...

Neste artigo, Ken Zeichner, baseando-se em seus vários anos de experiência como formador de educadores, discute o uso do conceito de "reflexão" em programas de formação docente ao redor do mundo, relacionando-o a três temas: 1) até que ponto a formação docente reflexiva resultou em um desenvolvimento real dos professores; 2) contribuiu para diminui...

Neste artigo, Ken Zeichner, baseando-se em seus vários anos de experiência como formador de educadores, discute o uso do conceito de "reflexão" em programas de formação docente ao redor do mundo, relacionando-o a três temas: 1) até que ponto a formação docente reflexiva resultou em um desenvolvimento real dos professores; 2) contribuiu para diminui...

This article reviews selected research related to the professional development impact of school-based teacher research programs for P-12 educators in the USA. Following the presentation of a framework that describes the dimensions of variation in P-12 teacher research in the USA, the article examines the results of several studies of school-based t...

Drawing on his nearly 30 years as a university teacher educator, the author reflects about the future of college- and university-based teacher education in the United States in light of recent attacks on education schools. The author argues that university and college teacher educators should do four things: (a) work to redefine the debate about th...

En 1999 la Asociación Americana de Investigación Educativa (AERA) creó un Panel de Investigación en Formación del Profesorado para el que se nombraron a 17 personas y se asignaron las siguientes tareas: llevar a cabo una revisión crítica y equilibrada de la evidencia empírica sobre las políticas y prácticas relativas a la formación inicial del prof...

This paper describes the implications for the work if teaching and the curriculum if teacher education programs if three dijftrent views if teaching expertise and teacher education (prcrftssionalization, deregulation and social justice) that have competed with each other for dominance in the USA since the inception if formal teacher education in th...

TEACHER RESEARCH AND TEACHER EDUCATION FOR SOCIAL TRANSFORMATION. This paper seeks to challenge the uncritical glorification of action research that has become common in recent years. It argues that we need to take action research much more seriously than is the case with its uncritical glorification. Thus, it defends the idea of linking the action...

This paper seeks to challenge the uncritical glorification of action research that has become common in recent years. It argues that we need to take action research much more seriously than is the case with its uncritical glorification. Thus, it defends the idea of linking the action research movement to the struggle for greater social, economic, a...

Dieser Artikel handelt vom “ Portfolio” als Bewertungs-und Entwicklungsmittel in der Ausbildung der Lehrer. Im Rahmen der Planung werden die Unterschiedlichkeiten, die beim Benutzen dieses “ Portfolios” zu beobachten sind, in den Hauptpunkten studiert, um die Ausbilder und Forscher dabei zu unterstutzen, die erforderlichen Bedingungen besser zu ent...