TY  - BOOK
AU  - Bain,Alan
ED  - SpringerLink (Online service)
TI  - Design for Change: Designing Evidence-Based Teacher Preparation Programs
SN  - 9783031567681
AV  - LB1705-2286 
PY  - 2024///
CY  - Cham
PB  - Springer Nature Switzerland, Imprint: Springer
KW  - Teachers
KW  - Training of
KW  - Education, Higher
KW  - Educational technology
KW  - Education and state
KW  - Teaching and Teacher Education
KW  - Higher Education
KW  - Digital Education and Educational Technology
KW  - Education Policy
N1  - Chapter 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
N2  - This 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.
UR  - https://doi.org/10.1007/978-3-031-56768-1
ER  -