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1.
Analysis of the impact of professional learning and development (PLD) programmes for educators is complex. This article presents an analysis of a PLD initiative in which classroom teachers learned to use narrative assessment for students with ‘high’ and ‘very high’ learning needs. Using Cultural Historical Activity Theory (CHAT), the analysis showed how various tensions arose across the activity system of participants during the initiative. Tensions were associated with the roles of those involved, the narrative assessment approach, and the rules of the initiative. While the new narrative assessment approach resulted in benefits for the students and their parents, role conflict emerged in relation to established assessment approaches already used by the educators. It is argued that CHAT enables a more nuanced understanding of the complex ways in which teachers actually engage with official curriculum, pedagogy or assessment PLD initiatives, than do theories that position teachers as simply resistant to change. 相似文献
2.
The physical education teacher education community in Ireland has developed Beginning Teacher Standards for Physical Education (BTSfPE) at the post-primary (secondary) level. This study explored teacher educators' perspectives on how the BTSfPE could be implemented and considered the possible impact on the profession within the discourses of power. Data collection involved semi-structured interviews with teacher educators in physical education (n = 13). Data were analysed inductively and trustworthiness issues were considered. Participants suggested that the teaching standards could serve as a developmental tool to guide individual teacher education programmes and beginning teachers as well as an assessment function to support quality assurance and to hold programmes accountable. The teacher educators were committed to addressing issues of quality and status in physical education in Ireland. However, an agreed vision of how the teaching standards would be used to develop and regulate the profession is necessary to ensure that the intended benefits emerge. 相似文献
3.
Anne M. Dolan 《欧洲师范教育杂志》2012,35(4):463-479
Lifelong learning has become a prominent fixture in educational policy in recent years in many countries around the world. In terms of teacher education, it is now widely accepted that initial teacher education is insufficient for the lifelong professional needs of teachers. From September 2012, initial teacher education in Ireland will be offered as a radically different four-year BEd degree programme. This reform of initial teacher education offers immense potential for teacher educators to re-imagine their programmes in light of a range of guiding paradigms and theoretical frameworks, including lifelong learning. This paper provides a rationale for developing programmes in initial teacher education in the context of lifelong learning. A number of recommendations for lifelong primary teacher education are offered in light of current reforms that are taking place in Ireland. 相似文献
4.
Wilfried Admiraal Felix van Vugt Frans Kranenburg Bob Koster Ben Smit Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers. 相似文献
5.
ABSTRACTThe quality of how teachers are being prepared is seen as a priority in the twenty-first century and engagement with research is often considered a crucial element of initial teacher education programmes. Institutional and national contexts have an impact in the way research is valued. This paper investigates the perspectives of Portuguese and English teacher educators towards the value given to research in initial teacher education. Interviews were completed with teacher educators working within different kinds of higher education institutions—university, polytechnic and teaching-led university. Results suggest that research has a significant presence and relevance in all cases but is valued differently 相似文献
6.
Inclusive education is defined as educating students with disabilities in general education programmes with their non‐disabled peers. In order to create a successful learning environment for all children, general and special educators must be responsive to all students’ needs. Although inclusive education practices were developed over 15 years ago, some educators may be unwilling or unprepared to employ this model. A total of 546 teachers from 54 schools in southern New Jersey in the United States completed surveys to determine whether they displayed the dispositions, knowledge and skills necessary to implement inclusive education. Results of the surveys were analysed to determine whether significant differences in attitude and skill levels exist between special and general educators and the impact of their years of teaching on their readiness for inclusion. The analysis yielded an agreement that children with disabilities profit from interactions with non‐disabled peers. Although special educators appear more knowledgeable of inclusive practices, they are more likely to see the benefit of a segregated environment. Teachers with greater than seven years of experience voiced the continued need for administrative support, planning time and professional development opportunities. 相似文献
7.
In this paper, the literature related to collaboration in teacher education programmes is reviewed. The authors discuss the benefits for teacher educators who collaboratively plan and develop team-taught coursework and monitor the impact of their collaboratively developed pedagogy. Gaps in the current knowledge and research are delineated, and recommendations are offered for efforts to further develop the practice of collaborative teaching so as to increase the capacity of future teachers to address the increasingly diverse student populations enter their classrooms. 相似文献
8.
Christopher P. Brown Yi-Chin Lan Hye In Jeong 《International Journal of Early Years Education》2015,23(2):138-152
Policymakers across the globe continue to promote access to early education programmes as a means to improve children's readiness for school. Many of their reforms are rooted in a neoliberal conception of governance that frames policy solutions through economic rather than democratic terms. Such policies foster an image of the successful learner as one who becomes an earner and consumer rather than an active member of the larger democratic society. This shift in the conception of publicly supported early education affects teachers of young children in multiple ways. This article examines how a sample of early educators in the USA responded to a set of neoliberal reforms in their pre-kindergarten teaching context. Examining their responses, which ultimately mimicked their policy-makers’ neoliberal reforms, reveals the subtlety of these policies in overtaking their attempts to resist them. It also illuminates the challenges they and other early educators face as policy-makers’ neoliberal policies continue to alter the purpose and direction of early childhood. Finally, it ends by considering the ways in which early educators working in similar contexts might respond to and navigate such reforms. 相似文献
9.
10.
《Africa Education Review》2013,10(2):234-244
Abstract In this article, the authors have chosen to inquire into a topic that has specific relevance to the status and inclusion of environmental education in the curriculum at a stage when the translation of policy into practice stands at the crossroads: the transition of environment as phase organiser to environment as integral to all learning areas. In education praxis, the translation of policy into practice is in the hands of educators and teachers (using the terminology as suggested in this article). The issues and challenges regarding the implementation of environmental education policy as experienced by educators and teachers are identified through examining this phenomenon as portrayed in two case studies where in-service education and training (INSET) in relation to environmental education occurs. This study is one of the first to provide a researched background that identifies issues and challenges that impact on the implementation of environmental policy in formal education contexts. 相似文献
11.
Quality school-based sexuality education is important for all children and adolescents. The global trend towards students’ earlier, longer, and technologically connected pubertal experience makes the timely provision of such education particularly significant. Quality international sexuality education documents are available for teachers developing curriculum-based frameworks and pastoral care programmes, and these variously include policy and structural guidance, equity standards, comprehensive content and pedagogical strategies. This paper aims to compare three such documents for their relevance in meeting the educational needs of students, and their usefulness for teachers and educators. The results show that these three documents, produced by global organisations for multi-national application, provide highly professional and sustainable responses to the dire need for improved sexuality education for all children and adolescents, in formats accessible to any curriculum planner or teacher. Inclusive and timely provision of any of these document frameworks would help enhance sexuality teaching and learning in contemporary primary and secondary schools, and they are highly recommended for use by teachers around the world. 相似文献
12.
Fiona Ell Mavis Haigh Marilyn Cochran-Smith Lexie Grudnoff Larry Ludlow Mary F. Hill 《Asia-Pacific Journal of Teacher Education》2017,45(4):327-345
Despite a growing body of knowledge about what content, processes and arrangements for learning may result in more effective initial teacher education, there remains a problem with the variability of outcomes from teacher education programmes. This paper reports on a multi-perspective exploration of what influences learning to teach in valued ways during initial teacher education. Framed by complexity theory, which emphasises the non-linear nature of social phenomena, the paper presents an analysis of 76 maps of influences on learning to teach (made by teacher candidates, teacher educators, mentor teachers and policy makers), looking for differences and patterns that might point the way to explanations about teacher candidates’ varying ability to enact practice that improves outcomes for all learners. 相似文献
13.
On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers to inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing inclusive programmes. The analysis revealed positive attitudes towards the general concept of inclusion but variable views on the difficulty of accommodating different types of disabilities in mainstream classrooms. Teachers who had been actively involved in teaching pupils with SEN held significantly more positive attitudes than their counterparts with little or no such experience. The analysis also demonstrated the importance of substantive long‐term training in the formation of positive teacher attitudes towards inclusion. The paper concludes with recommendations for developing critical professional development courses that can result in attitudinal change and the formulation of genuinely inclusive practices. 相似文献
14.
《Africa Education Review》2013,10(1-2):67-83
Abstract In-service training programmes for educators (INSET) in South Africa have a common objective, namely to support unqualified or underqualified educators to teach their subjects well. The Science, Technology, Environmental and Mathematics Education (STEME) outreach programme is an initiative of the University of South Africa to support these educators with skills and knowledge to teach these subjects efficiently. This article reports on an INSET programme for science teachers who took part in STEME and serves as a case study to investigate educators’ perceptions of the programme. The study, which involved a total of 13 educators, had two phases which were conducted during and after the INSET programme respectively. A focus group interview was conducted in the first phase while individual interviews were conducted in the second phase at the participants’ schools. Participants valued facilitators’ knowledge, continuous support and demonstration of new skills in practical real-life situations. Their main concern was applying the skills at their schools within present circumstances. This case study can serve to inform other service providers on what educators expect from INSET programmes. 相似文献
15.
Ji‐Ryun Kim 《International Journal of Inclusive Education》2013,17(3):355-377
With the increased implementation of inclusive education, teacher educators have been challenged to make changes in programmes to prepare preservice teachers to educate diverse learners. These changes are reflected in various types of teacher preparation programmes that are transformations of traditional general education and special education programmes. However, little is known about the ways in which these transformed teacher preparation programmes influence preservice teachers’ attitudes toward inclusive education as future inclusive educators. To investigate the influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion, a survey method was used to collect data from preservice teachers in ten teacher preparation programmes. The responses from 110 preservice teachers were analysed according to the type of teacher preparation programme (i.e. combined, separate, or general teacher preparation programmes). The results indicated that preservice teachers from combined teacher preparation programmes in which general education and special education teacher preparation curricula were infused had significantly more positive attitudes toward inclusion than preservice teachers from separate programmes (p < 0.05). The implications of this study for practice and future research are discussed. 相似文献
16.
Why is Finnish teacher education successful? Some goals Finnish teacher educators have for their teaching 总被引：3，自引：2，他引：1
Marja‐Terttu Tryggvason 《欧洲师范教育杂志》2009,32(4):369-382
In recent years, Finnish research‐based teaching, according to international surveys, has been shown to lead to excellent results. Previous research has demonstrated that teacher education has often had difficulties in incorporating theory into practice, and that the effects of teacher education on the prior beliefs and views on teaching and learning of student teachers have been weak. The aim of the present qualitative study was to find out how the Finnish teacher education system deals with these problems by investigating the current goals Finnish teacher educators have for their own teaching in theoretical courses. A total of 18 teacher educators were interviewed in five focus groups on different teacher education programmes in Finland. The interview results showed that Finnish teacher educators transmit theoretical and pedagogical aspects by using them in their own teaching, which is research‐based. They also aim to educate reflective and exploring teachers by using a variety of methods in their own pedagogy. The exemplary role the Finnish teacher educators have can be helpful in influencing prospective teachers' behaviour and thinking. 相似文献
17.
Mochamad Subhan Zein 《师资教育杂志》2016,42(2):205-223
This study was conducted to identify suggestions to improve PD programmes held by government-based training agencies to help enhance Indonesian EYL teachers’ instructional practice. For the purpose of the study, semi-structured interviews were conducted with 51 participants. The findings suggest the theorisation of a PD model that involves complex and dynamic interactions between actors including teacher educators, school principals, educational administrators and teachers’ groups. This paper argues for the need to separate the expertise and facilitative roles between PD actors as it relates to PD accountability in terms of design, development and implementation. The implications drawn from the study may inform teacher educators and policy-makers in countries facing a shortage of properly trained EYL teachers. 相似文献
18.
This article draws from two separate classroom-based studies of early career teachers that yielded overlapping findings about the diminished opportunities teachers and teacher educators have to construct sophisticated stories about the complexities of classroom life and the ongoing process of learning to teach. The teachers' stories represent the intersection of research, policy, and practice, illuminating contradictions between teachers' beliefs about teaching and what they were able to enact in their classrooms. These findings may be leveraged to support teacher educators to support teachers to create coherent narrative identities that help them creatively respond to problems of practice and contextual constraints. 相似文献
19.
Teacher education programmes delivered at a distance: An examination of distance student perceptions
Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in distance education programmes is germane to the planning and delivery of distance education courses in teacher education departments in the future. The results of this American study revealed a differing perception between male and female students in the area of course structure, student/teacher interaction, overall course satisfaction and peer interaction. As a result of this study, recommendations are provided for teacher preparation programmes to improve distance education course offerings for prospective teachers in the USA and implications for educators involved in teacher preparation internationally. 相似文献
20.
任何教材都具有德育意义,要充分利用教材中的德育因素,对学生进行教育既必要又可能。德育课的组织实施不仅要靠“两课”教师和德育工作者,还要充分挖掘专业课教师教书育人、先教做人、后教做事的潜在优势。这是法律赋予教师的权利,也是教师应尽的义务。 相似文献