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1.
This article looks at women teachers' involvement in educational reform from a gendered perspective. Using qualitative data collected in interviews with secondary level educators, the authors show how women teachers' beliefs and actions towards reform efforts were influenced by their gender identity. Socialization of women as nurturers and caretakers created in many women particular notions regarding the appropriate role they should play as teachers. When an educational reform effort 'fitted' with these conceptions, women teachers became advocates for and participated in the reforms. The support and commitment by women teachers in turn facilitated the success of the reforms. However, it was also found that the overrepresentation of women in a reform effort had the potential of creating negative political ramifications. When the character or profile of the reform took on a gendered identity, it ran the risk of facing resistance by men teachers in the school, ultimately thwarting implementation. 相似文献
2.
May Hara 《Peabody Journal of Education》2017,92(4):466-485
Despite the body of literature around practicing teachers and policy (Knapp, Ferguson, Bamberg, &; Hill, 1998; Kumar &; Scuderi, 2000; Lortie, 1975/2002), little is known about the involvement of their preservice counterparts. Preservice teachers have limited exposure to policy-related coursework in their professional training (Floden &; Meniketti, 2005) and scholarship is relatively silent regarding preservice teachers' experiences with educational policies and their sense-making process (Spillane, 2004; Weick, 1995; see Heineke, Ryan, &; Tocci, 2015, for a notable exception).This paper examines preservice teachers negotiating and making sense of a particular policy, the Massachusetts' Rethinking Equity and Teaching for English Language Learners (RETELL). It addresses the following questions: First, what do preservice teachers know about policy in general and the RETELL language policy in particular? Second, how do preservice teachers make sense of the implementation of the RETELL policy in the various settings of their professional training? Third, in what ways do preservice teachers' experiences with the policy influence their orientations toward teaching emergent bilingual students? This analysis demonstrates that preservice teachers have limited general knowledge of educational policy process, and limited specific knowledge around the RETELL language policy. Yet, they learn important lessons about how to “do” policy from their field supervisors and play an important role in policy implementation. The impact of the RETELL policy on preservice teachers' beliefs about teaching emergent bilingual students is mediated by the lack of policy information they receive and by their experiences in the field. This paper adds to the limited literature around preservice teachers involvement in policy and offers recommendations for highlighting the importance of policy education in teacher training. 相似文献
3.
This article summarises three case studies examining the implementation of inclusive practices, which evidence the exclusionary pressures acting in school settings that put the needs, rights and entitlements of vulnerable children and young people at risk. It examines how three very culturally different secondary schools in England interpreted inclusive policies and illuminates the various constraints to the implementation of inclusive practices as experienced by senior leaders, teachers, parents and pupils in these schools. Conceptual unpreparedness towards inclusion versus integration, knowledge and false conceptualisations of special educational needs and difficulties associated with differentiation and time limitations were the main barriers presented. The implications for initial and professional teacher education are posited; it is suggested that inclusion can work by removing the diagnostic paradigm associated with special educational needs and by creating a framework for teachers' lifelong learning focusing on a social justice oriented pedagogy that will empower teachers conceptually and practically. 相似文献
4.
Manhong Lai 《Compare》2007,37(1):53-68
Beginning in the 1990s, the education departments of Hong Kong and Shanghai began to actively initiate reform with a focus on the quality of education. In reviewing the implementation of educational reform in these two societies, we found that Hong Kong teachers tended to only adopt those policies which they felt were beneficial for students' learning, whereas Shanghai teachers tended to conform more to the state's requirements. Teachers in Hong Kong strongly expressed their frustration over the intensification of their work, while teachers in Shanghai seldom expressed disagreement over the state initiatives. Concerning the meaning of teacher professionalism, teachers in Hong Kong were more able than their counterparts in Shanghai to develop their own interpretations. However, at the same time, teachers' work in Hong Kong was still being monitored by the emerging schooling market, while the work of Shanghai teachers was monitored by the state. Teachers' work in both societies can be interpreted as ‘confined professionalism’. In addition, in both of the two societies teachers' awareness of their professionalism was comparatively weak. Further empowerment in this area is needed. 相似文献
5.
This paper examines how teachers' knowledge relations and the profession's epistemic infrastructure shape collective autonomy. Professionals' autonomy derives partially from their responsibility for a specific knowledge base. This responsibility is currently challenged by educational policies and complex knowledge landscapes. Existing research has shown how epistemic policy instruments impact teachers' autonomy. However, less attention has been paid to how professional autonomy is informed by teachers' knowledge relations, and to collective, rather than individual, aspects of teachers' autonomy. Implications include how teachers can define the role of knowledge resources in professional work, and how the profession can navigate epistemic and political landscapes. 相似文献
6.
《International Journal of Educational Development》2002,22(2):109-129
Minban (“people-managed”) schooling was used as a very important instrument to deliver educational and political values in China in Mao's era. Originating in the Yan'an Period in the middle 1940s, minban education experienced radicalized and hyperpoliticized development during the Great Leap Forward in 1958 and the Cultural Revolution during 1966–1976. In the reform era since 1979, since China's national development policies required education to target educational quality and economic modernization, the Chinese government planned to eliminate minban schools and minban teachers by the year 2000. The elimination of minban schools was achieved easily through closing and merging schools. However, the minban-teacher elimination policies, including differentiating minban teachers' payroll, admitting a very small proportion of them into the public teacher force and dismissing the majority, have created a variety of problems in rural basic education expansion. The elimination of minban teachers has been a drawn out and painstaking process, which continues into the new millennium. 相似文献
7.
Faced with urban schools' reluctance to host student teachers on practicum because “student teachers disturb their teaching order”, Northeast Normal University in Changchun, China, collaborated with four rural provinces to develop a University-Government-School (UGS) initiative for rural practicum placements. To understand the teachers' commitment to this alternative approach to practicum placements, we posed the question: What motivates and challenges teacher participation in the UGS initiative? To provide answers, we drew on the recently developed Mentoring Profile Inventory – a 62-item inventory that captures teachers' motivations and challenges in supervising student teachers on practicum. Further, by comparing the UGS results with those of supervising teachers from three other countries, we were able to discern aspects of the UGS teachers' commitment that were particularly distinctive to the Chinese context. For example, UGS supervisors are significantly more motivated than their international counterparts to participate in the practicum because student teachers: act as a Reminder about Career Development; enable supervisors to have Time-Out to Monitor Pupil Learning; and they Promote Pupil Engagement. These results provide important baseline data for making sense of the UGS teachers' commitment to the practicum, for situating their responses within current educational reform efforts, and for determining their professional development needs. 相似文献
8.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
9.
This paper highlights the framework and discusses the results of an action research network which aimed to promote academic access in two general educational settings within which a pupil with blindness and a deaf pupil were educated respectively. The persons involved in this collaborative scheme were general teachers, a school counsellor, academic staff and student teachers. The findings of the study indicate that the implementation of the action research network resulted in the development of inclusive and collaborative thinking and the adoption of relevant teaching practices which promoted the children's access to the curriculum and supported the teachers' and student teachers' professional development. The outcomes of this action research network raise concerns about the access and the status of membership of children with special needs in general educational classroom and provide insights for the pivotal role of action research in understanding educational contexts and situations from a number of different perspectives. 相似文献
10.
In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge. It is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs, and attitudes into account. Teachers' practical knowledge is conceptualized as action‐oriented and person‐bound. As it is constructed by teachers in the context of their work, practical knowledge integrates experiential knowledge, formal knowledge, and personal beliefs. To capture this complex type of knowledge, multimethod designs are necessary. On the basis of a literature review, it is concluded that long‐term professional development programs are needed to achieve lasting changes in teachers' practical knowledge. In particular, the following strategies are potentially powerful: (a) learning in networks, (b) peer coaching, (c) collaborative action research, and (d) the use of cases. In any case, it is recommended that teachers' practical knowledge be investigated at the start of a reform project, and that changes in this knowledge be monitored throughout the project. In that way, the reform project may benefit from teachers' expertise. Moreover, this makes it possible to adjust the reform so as to enhance the chances of a successful implementation. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 137–158, 2001 相似文献
11.
This study explores how teachers enact agency to facilitate their professional development during curricular reform at a Chinese university. An analysis of data derived from life history interviews with eight language teachers complemented with field notes reveals differential agentic choices and actions. The teachers' learning, teaching and research endeavours in relation to the new curriculum are directed by various identity commitments and enacted in highly individualised ways, as mediated by their prior experiences. By situating teachers' agency in their individual professional trajectories, this study conceptualises interaction of teacher agency and identity commitment to professional development during curricular reform. 相似文献
12.
Although researchers consider them powerful, teacher policy advocates are among the least studied stakeholders in U.S. public education reform today. Although plenty of attention has been given to the impact of policy on teachers' work, little research explores how teachers interpret or interact with policy. Drawing on the work of Spillane, Reiser, and Reimer (2002) on teachers' policy implementation and Coburn's (2001) work on teachers' collective sense-making of policy, this qualitative study examines the different ways in which five teachers interpreted, translated, and enacted a response to ESSA. The findings describe how contextual factors influence teachers' relationship with education policy: (a) structural supports for grassroots involvement via social networks are instrumental in mobilizing teachers, and (b) unless a more bottom-up approach is taken that enables teacher agency, sense-making, and advocacy, top-down school policies will continue to hold limited promise. The paper concludes with implications for understanding how teachers are indeed policy advocates. 相似文献
13.
Leslie N.K. Lo 《Teachers and Teaching》2019,25(5):553-573
ABSTRACTThis article offers a critical review of the impact of policy-induced changes on school teachers in the Chinese Mainland where educational reform has been an ongoing project for four decades. It addresses three aspects of the current state of teaching and the teaching profession: the contextual factors that have influenced their development; the state policies that effected the teachers; and the lessons that can be drawn from the reform experiences of the teachers. By examining the changes that have occurred in curriculum and teaching, teacher preparation and training, and teacher professionalism and leadership, this paper argues for a more inclusive approach to policy formulation and implementation that can accommodate the needs of frontline teachers serving in the diverse educational settings of Chinese schooling. 相似文献
14.
《Teachers and Teaching》2013,19(3):241-257
Three potential epistemic standards for teachers' professional learning are reviewed and criticised: foundationalist, Popperian, and decision-theoretic. Susan Haack's 'foundherentism' is outlined and proposed as supplying an adequate credal standard for the rigorous conduct of both teachers' professional learning and educational research. It is argued that foundherentism offers an alternative to radical relativism, which can also accommodate within a common framework, both the findings of rigorous research and the 'subjective', even 'tacit' beliefs of teachers. Sources of credal difference between teachers' professional learning and educational research, and what is involved in bringing these into a more rational and fruitful relation to each other, are finally considered. 相似文献
15.
"互联网+"时代的到来引发了教师思维方式、认知方式和行为方式的变革,并驱使教师在专业思维能力、专业认知方式和专业能力方面的变革与发展. "互联网+"教师专业发展具体包括从权威、封闭、近享、共存的实体思维向平等、开放、共享、协同的互联网思维转变;有效利用互联网"知识生产-互联-分享"特性,促成教师专业知识增长和实践性知识分享;积极开展网络校本教研和教师网络学习,进而形成教师专业洞见力等实践路径. 相似文献
16.
Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external forces that are specifically aimed at influencing teachers' pedagogical and curricular decisions. These externally imposed aspects of context include some of the existing tools of reform, such as national standards, mandated state core curricula, and related criterion‐referenced testing. However, little is known about how these reform tools impact teachers' thinking about science and science teaching or how teachers respond to such tools. This study examined the interactions between individual teachers' beliefs about teaching and learning science in elementary school and the tools of reform that are imposed upon them. Comparative case studies were conducted in which two elementary teachers' science instruction, teaching context, and related beliefs were examined, described, and analyzed. In this study, the teachers' fundamental beliefs about science and what it means to teach and learn science influenced their interpretations of the sometimes contradictory messages of reform as they are represented in the standards, mandated curriculum, and end‐of‐level tests. Suggestions about what these findings mean for needed aspects of teacher professional development are offered. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 396–423, 2007 相似文献
17.
The forms that assessment takes are widely recognised as determinants of educational practice. This paper, however, argues that a teacher's professional consciousness is a more fundamental determinant of teaching practice. To explore the issue, this paper examines data from a larger study which set out to examine the relationship between teachers' practice and their beliefs in the context of a mandatory school-based assessment scheme. Using a theoretical framework that advocates an emancipatory approach to educational changes, it was found that some teachers adopted a passive role regarding policy interpretation and implementation while others adopted a more critical stance in interpreting the policy requirements, demonstrating a more proactive approach in its implementation. The emancipatory approach is conceptualised in terms of three key dimensions: professional confidence, professional interpretation and professional consciousness. The findings of the study carry implications for teacher professional development. 相似文献
18.
Alison Gilmore 《Assessment in Education: Principles, Policy & Practice》2002,9(3):343-361
The National Education Monitoring Project (NEMP) in New Zealand is a large-scale assessment programme designed to monitor and report on the national educational achievement, attitudes and values of children across the curriculum. One of the key elements of the model is the employment of teachers to administer and mark the assessment tasks. This study investigates the extent to which the NEMP assessment philosophies and procedures (the NEMP model) impacts on the nature and level of professional development gained by these teachers. The data reveal that teachers' assessment capacity and literacy provided through the 'NEMP experience' renders benefits which are numerous, broad and multi-faceted. The benefits range from personal and professional, specific and general, immediate and longer term, related to assessment and beyond. The potential for extensive teacher learning in assessment is realised through the NEMP model and suggests that large-scale assessment programmes can, through careful design and implementation, have a positive impact on teachers' assessment capacity and the assessment activities of the classroom. 相似文献
19.
Margo C O'Sullivan 《Compare》2002,32(2):219-237
Implementation is currently considered a critical stage of educational reform. This article focuses on the pivotal role of teachers in the achievement of effective implementation. They ultimately implement reforms. The teacher's role in the reform process however, has received little empirical research attention and tends not to be seriously considered by policy makers. This article discusses the findings of a three-year (1995-1997) research study in Namibia which suggests that the failure of policy makers to take into account the realities within which teachers work, their 'classroots realities', led to the development of English Language Teaching reforms that were significantly beyond teachers' capacity. Consequently, teachers did not successfully implement them. The article explores this within a framework of objective and subjective 'classroots reality' implementation factors. In view of the paucity of empirical research that explores implementation, this framework can improve our understanding of the depth and complexity of the implementation process and provide useful guidelines upon which policy makers can draw. 相似文献
20.
This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers. 相似文献