03519nam a22004575i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001600153072001700169072002300186072001600209245012400225250001800349264006900367300004500436336002600481337002600507338003600533347002400569505044600593520150201039650002702541650002302568650002802591650002502619650003602644650002202680650005002702650002202752700007302774710003402847773002602881776003602907776003602943776003602979856004603015978-3-031-56768-1DE-He21320251030112103.0cr nn 008mamaa240528s2024    sz |    s    |||| 0|eng d  a97830315676817 a10.1007/978-3-031-56768-12doi 4aLB1705-2286 7aJNMT2bicssc 7aEDU0530002bisacsh 7aJNMT2thema10aDesign for Change: Designing Evidence-Based Teacher Preparation Programsh[electronic resource] /cedited by Alan Bain.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXIII, 145 p. 25 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter 1:Teacher Preparation: What should we expect? -- Chapter 2: Practical Theory -- Chapter 3: Design for Change-Teams and Process (DfC-TaP) -- Chapter 4: Design for Change Programs and Courses (DfC-PaC) -- Chapter 5: Evidence for Design for Change-Teams and Process (DfC-TaP) -- Chapter 6: Evidence for Design for Change-Programs and Courses (DfC-PaC) -- Chapter 7:The Role of Technology -- Chapter 8 Implications and Future Directions.  aThis book focuses on enhancing teacher education quality by making evidence- informed decisions about policy, assessing quality, establishing effective strategies, and innovating teacher preparation programs. It advocates for the importance of rigorous program design and evaluation as the basis for shaping policy directions and claiming program effectiveness. The book introduces "Design for Change" (DfC), a 20-year-long collaborative effort by a group of teacher educators dedicated to improving their practices. DfC is divided into two parts: Design for Change-Teams and Process (DfC-TaP) and Design for Change-Programs and Courses (DfC-PaC). DfC-TaP explores how to form and sustain a design team of academics, emphasizing the collaborative process's value in program development. DfC-PaC delves into applying practical theory to curriculum design, mapping programs to standards, creating meaningful learning and assessment tasks, and leveraging technology. The latter includes a chapter on software for teacher preparation program design. The book's ultimate goal is to offer a versatile framework for designing teacher education programs. The book employs evidence from longitudinal research to present generalizable concepts and structures for program developers and designers. By doing so, the book aims to contribute to the field by providing a research-based guide for building teacher education programs that enhance the overall educational experience for both faculty and students. . 0aTeachersxTraining of. 0aEducation, Higher. 0aEducational technology. 0aEducation and state.14aTeaching and Teacher Education.24aHigher Education.24aDigital Education and Educational Technology.24aEducation Policy.1 aBain, Alan.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303156767408iPrinted edition:z978303156769808iPrinted edition:z978303156770440uhttps://doi.org/10.1007/978-3-031-56768-1