Abstract
Everybody claims to understand education, everybody needs education, and everybody talks about education. Yet, the situation in numerous Western education systems raises some knotty problems with regard to their quality. In those countries the first decade of the twenty-first century has been characterized by waves of trenchant public debate on questions of education, teacher training and higher education. These waves of debate were often accompanied by proposals for educational reform (Shulman & Shulman, 2004; Cochran-Smith & Fries, 2005; Darling-Hammond & Bransford, 2005).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
REFERENCES
Aronowitz, S. (2008). Against schooling: For an education that matters. Boulder: Paradigm Publishers.
Bakhtin, M. (1984). Rabelais and his world. Indiana: Indiana University Press.
Bauman, Z. (2000). Liquid modernity. Cambridge: Polity Press.
Cochran-Smith, M., & Fries, K. (2005). Researching teacher education in changing times: Politics and paradigms. In M. Cochran-Smith, & K. M. Zeichner (Eds.) Studying teacher education: The report of the AERA panel on research and teacher Education, (69–109), Washington and Mahwah, N.J.: American Educational Research Association and Lawrence Erlbaum Associates.
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
Dewey, J. (1997). Democracy and education. New York: The Free Press, Simon & Schuster.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
Furco, A., & Root, S. (2001). Service-learning in teacher education: An overview of the research. In J. Anderson, & K. Swick (Eds.) Strengthening service and learning in teacher education. Washington DC: American Association of Colleges for Teacher Education.
Gramsci. A. (1971). Selections from the prison notebooks. London: Lawrence and Wishart.
Giroux, H. (1988) Teachers as intellectuals: Towards a critical pedagogy of learning. New-York: Bergain & Garvey.
Hargreaves, A., & Fullan, M. (2000). Mentoring in the New Millennium. Theory into Practice, 3(1), 50–56.
Heslep, R. D. (1989). Education in democracy: Education’s moral role in the democratic state. Ames, Iowa: State University of Iowa Press.
Honneth, A. (2007). Reifi cation: A recognition-theoretical view. Oxford: Oxford University Press.
Israel, A social report, 2008–9, retrieved from http://www.adva.org./default/asp?pageid=1002&itmid=574 on: 17.01.2010
Jansen D, J. (2009). Knowledge in the blood: Confronting race and the apartheid past. Stanford: Stanford University Press.
Kvieskiene, G. (2006). Civic education in pre-service training programs for teachers and children welfare professionals. Social Work & Society, 4(1), 123–138.
Lasch, C. (1979/1991). The Culture of narcissism, American life in an age of diminishing expectations. New York: W.W. Norton and Company.
Lave, J., & Wenger, E. (1991). Situated-learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Mathews, D. (1996). Reviewing and previewing civics. In W.C. Parker (Ed.) Educating the democratic mind (265–286). Albany, New York: State University of New York Press.
McLaren, P. (1989). Life in schools. New York & London: Longman.
Patrick, J. J. (2003). Teaching democracy globally, internationally, and comparatively: The 21st century civic mission of schools. In J.J. Patrick, E. Gregory, E.G. Hamot & S.R. Leming (Eds.) Civic learning in teacher education: International perspectives on education for democracy in the preparation of teachers. Vol. 2. (21–44). Bloomington, ERIC Clearinghouse for Social Studies/Social Science Education
Shor, I. (1992). Empowering education, critical teaching for social change. Chicago: Chicago University Press.
Shemer-Elkayam, T., & Eitan, Y. (2009). Evaluation of a social involvement program in creative education. Study report of the college research Unit. Tel-Aviv: Kibbutzim College of Education.
Shulman, L, S. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In P. Huthings (Ed.) The course portfolio: How faculty can examine their teaching to advance practice and improve student learning (5–130). Washington D.C: American Association for Higher Education.
Shulman, L, S., & Shulman, J. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257–271.
Taylor, C. (1992). Multiculturalism and the politics of recognition. Princeton, NJ: Princeton University Press.
Vygotsky, L. S. (1978). Mind in society. Cambridge MA: Harvard University Press.
Waltzer, K., & Heilman, E. (2005). When going right is going wrong: Education for critical democratic patriotism. Social Studies, 96(4), 156–162.
Walzer, M. (1998). Education, democratic citizenship, and multiculturalism. In E. Weiner (Ed.) The handbook of interethnic coexistence (153–161). New York: Continuum Publishing.
Williams, R. (1961). The Long revolution. Harmondsworth: Pelican Books.
Williams, R. (1976). Base and superstructure in Marxist cultural theory. In R. Dale (Ed.) Schooling and capitalism: A Sociological reader (202–210). London: Routledge and Kegan Paul.
Yogev, E., & Michaeli, N. (2009). Training teachers as involved intellectuals in society and the community. The International Journal of Learning, 16(2), 129 – 141.
Yogev, E., & Naveh, E. (2005). Dialogues between reconciled narratives: History as need, interpretation, and human encounter. In N. Aloni (Ed.) Interdisciplinary thought in Humanistic education. Vol. 1, (33–48). Tel-Aviv: Unesco Chair for Humanistic Education, Institute for Educational Thought, Kibbutzim college of Education.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Sense Publishers
About this chapter
Cite this chapter
Yogev, E. (2011). Teachers’ Training Towards Active Involvement in the Public Domain. In: Veugelers, W. (eds) Education and Humanism. Moral Development and Citizenship Education. SensePublishers. https://doi.org/10.1007/978-94-6091-577-2_10
Download citation
DOI: https://doi.org/10.1007/978-94-6091-577-2_10
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-577-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
