Advances in Teacher Education

Call for Book Proposals

For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically intensive preparation programs and job-embedded professional learning (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Clinically rich programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, decisions regarding what that body of knowledge is and how this knowledge is to be developed often vary greatly (Shulman, 2005). We need to understand more about how these variations and intricacies of clinically intensive learning designed to help prospective teachers strengthen their instructional effectiveness.

As preservice teacher education is shifting to emphasize clinical practice, equally important is the movement for inservice teachers to engage in job-embedded professional learning. As Dewey (1904) noted, teachers need to be prepared to inquire into what, how, and to what extent their students are learning. Improving student learning not only requires well-prepared teachers but also requires a complex understanding of the career long teacher professional learning equation. Understanding how teachers learn best is critical to that equation. Ball and Cohen (1999) ignited conversations about practicing/inservice teacher learning that viewed knowledge about teaching as something that must be learned in practice. They explain, “teaching occurs in particulars—particular students interacting with particular teachers over particular ideas in particular circumstances” (p. 10). Today, the field has advanced a more practice-based approach to professional learning referred to as job-embedded professional development. In combination, new insights into how to enhance clinically rich prospective teacher preparation as well as support practicing teachers’ job-embedded learning, would help the field communicate the world of "learning to practice" to the academics, practitioners, policy makers as well as the broader community.

This series would provide images and research that demonstrates potential for actualizing existing and proposed reforms in these two areas. Manuscript proposals are currently being solicited for the Advances in Teacher Education Series published by Information Age Publishing. Each volume of the series incorporates conceptual and empirical work that contributes to our understanding of clinically intensive teacher education and job-embedded professional development broadly conceived. Examples might include: research on teacher educators and preparation of teacher educators, pedagogical practices, teacher inquiry, supervision and evaluation, program development, school-university partnerships, field experience, resourcing, school-based teacher educators, enhanced clinical experiences, coaching, mentoring, teacher education, subject-specific teacher development, and professional development leadership, teacher practice development, teacher learning policy analysis, etc. The series is interested in national and international perspectives.

For more information, contact Diane Yendol-Hoppey at diane.yendol-hoppey@unf.edu

The book proposal should be emailed directly to diane.yendol-hoppey@unf.edu or mailed to:

Diane Yendol-Hoppey, Editor
Advances in Teacher Education
Dean, College of Education and Human Services
1 UNF Drive. Building 57, Suite 3100.
University of North Florida,
Jacksonville, FL 32224-2676