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1.
ABSTRACT

A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done to teacher educators as opposed to something to which they can contribute and make a difference. In this article, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy.  相似文献   

2.
《师资教育杂志》2012,38(1):19-34

Teacher educators in a post-apartheid South Africa are being asked to re-conceptualise and re-design their pre-service teacher education programmes to respond to new national policies on teacher education. A sample of teacher educators from various teacher education institutions was interviewed about their understanding, support for and implementation of the new policy and the problems they have faced in making it a reality. This article comments on the potential tension between reform through legislation and reform through personal and institutional vision-building.  相似文献   

3.
As teacher educators, we want our research to be influential in contributing to educational policy and practice, but there remains little understanding about ways in which teacher educators might more productively engage with each other and policy-makers so as to maximise their research impact. Drawing on an empirical study and policy document analysis, this paper seeks to foster a generative ‘researcher-policy-maker dialogue’ by understanding more about policy-makers’ perspectives of what shapes their decision-making and the current role of research evidence in those decisions. Using a research utilisation theoretical framework and discourse analysis, data revealed various factors that served as barriers or enablers to using research in making education policy decisions. Results indicated that policy-makers largely position research as key to solving their policy problems. As such they sought better communication strategies to utilise research findings in a timely, free and publicly accessible, user-friendly manner. Overall, they called for a greater dialogue and engagement at all stages of the policy process and criticised what they perceived as a ‘fly in-fly out’ research approach. Recommendations suggest new collaborative approaches and genres are needed for the teacher education research community to have a greater impact in influencing policy.  相似文献   

4.
《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   

5.
ABSTRACT

Online teacher education is experiencing significant growth worldwide. One of the major challenges accompanying this growth is that many teacher educators find themselves underprepared and under pressure to design online teacher education courses that reflect their beliefs about what constitutes high-quality teacher preparation practice. Further, teacher educators in disciplines such as special education face additional challenges in developing understandings about the legalities of writing and implementing disability service plans and performing additional testing. In this self-study of online special education teacher education practice, two collaborators worked to identify strategies and practices for professional community building in a class about teaching reading to students with disabilities. The findings highlight issues of teacher educator authority and presence online against other needs to model collegiality and promote scholarly thinking. Researchers in online teaching may find insight into both the cognitive and contextual concerns as they work to enhance online teacher education while they plan their own investigations.  相似文献   

6.
ABSTRACT

If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education teacher education. I argue from both a utilitarian and realist perspective that we can best serve children and youth in schools by being knowledgeable of the contexts and effects of these policies, agendas, and practices in educating future professors of physical education teacher education.  相似文献   

7.

In this paper, I examine why constructivist practice in mathematics education, while appealing to pre-service teachers' hearts and minds, does not necessarily deliver the empowered and liberated students that many educators and policy developers seem to take for granted. I argue that this may be so because constructivist practice, although it fosters the construction of important and necessary intellectual knowledges, reinforces power/ knowledge relationships of teacher authority that these students experienced at school. I draw on a post-structuralist analysis of my own constructivist practice in teacher education to show how investments of power/knowledge and subjectivity were played out to effectively maintain the status quo , severely limiting the students' experiences and appreciation of problem-solving or investigative ways-of-being in mathematics (education). In the conclusion, I suggest steps that might be taken in teacher education to help students recognise the powerful constitutive effects of discourses and to think about the kinds of classroom relationships that might be most engaging and enabling for learners.  相似文献   

8.
Background:?The paper compares and contrasts the policy context of teacher training for vocational educators (VETT) in Scotland and England and locates this in its European setting. It explores the wider socio-economic context, one that emphasises lifelong learning, competitiveness and social justice.

Purpose:?In particular, it addresses the UK Coalition government‘s orientation to vocational teacher education and the way in which this impacts upon VETT in the two home nations.

Sources of evidence:?It draws on a small-scale illuminative case study of teacher educators in England and Scotland.

Main argument:?It explores the limits and possibilities for the development of radical and critical practices embedded in VETT policy and practice.  相似文献   

9.
ABSTRACT

Cross-disciplinary self-studies and peer coaching have separately been shown to offer teacher educators meaningful professional development opportunities. However, the teacher educator literature has said little about combining cross-disciplinary self-studies with peer coaching. In this article, the authors report a two-year cross-disciplinary peer-coaching self-study by experienced teacher educators, one from English Language Arts and one from Mathematics Education. The purpose of the self-study was to examine the connections that bridge the two disciplines and the differences between disciplines that offer new perspectives. Results revealed important process connections involving standards for practice and academic vocabulary. The self-study also illuminated meaningful new perspectives about what questions are asked during whole-class discussion and how data is generated during student collaboration. This study demonstrates the benefits of combining cross-disciplinary teacher educator collaboration with peer coaching and has implications for individual teacher educators and teacher education programs.  相似文献   

10.
Teacher educators are an occupational group currently experiencing increased scrutiny by international policy makers and researchers alike. This occupational group however is increasingly difficult to define and identify in a complex, internationally changing teacher education policy reform environment. The question posed is an enduring one: who is a teacher educator? The answer is more complicated. To better understand this occupational group, a literature review and local policy analysis study using the Australian context was conducted to reveal more about their identity; career trajectories and; professional learning needs. Analysis revealed that three sub-groups belonging to the broader teacher educator occupational group have emerged as a result of shifting teacher education policies. Namely, university-based; school-based and community-based teacher educators, each with an important role to play and each positioned differently within the research and policy landscape. Findings suggest that all three groups are important to educating teachers across their career and to best meet the needs of all students for new times. Recommendations are made for future research and practice into how these groups can work collectively together, within and across the multiple sites of learning to teach.  相似文献   

11.
Abstract

The article analyses initial teacher education (ITE) policy and practice in Aotearoa New Zealand over forty years. Central to the local ITE context was the incorporation of the ‘monotechnic’ colleges of teacher education into the university sector in the 1990s and 2000s, following New Zealand’s structural adjustments to the state education sector in 1989 and 1990. Policy ideologies of ‘marketisation’ and ‘professionalisation’ raised expectations of the abstract knowledge base and competencies that university-based teacher education graduates would acquire, while simultaneously degrading the rich immersion in cultural, curriculum and subject studies and learning by doing that were the hallmark of the former colleges. Indigenous staff and students arguably suffered most during the incorporation years. The final section looks to New Zealand’s future demographic, environmental and socio-economic imperatives and asks how ITE can be recast to enable teacher educators and beginning teachers to face the realities and challenges of the decades ahead.  相似文献   

12.
In this article, we examine teacher educators’ views on research‐based teacher education. Finnish research‐based teacher education has four characteristics: (1) the study programme is structured according to a systematic analysis of education; (2) all teaching is based on research; (3) activities are organized in such a way that students can practice argumentation, decision‐making and justification when inquiring about and solving pedagogical problems; and (4) the students learn formal research skills during their studies. According to the results, teacher educators appreciate the research‐based approach to which the university is committed, although they were sceptical about how well this vision transfers to the students.  相似文献   

13.
不同历史时期教育政策实践的发展模式形成了我国教育政策实践的范式。教育政策实践范式的三个基本范畴是教育政策文本话语模式、教育政策价值选择和教育政策活动特征。在我国教育政策实践范式的历史变迁中,教育政策话语模式由"政治本位"、"经济本位"转向"教育本位";教育政策价值目标由"平均主义"、"效率优先"转向"有质量的公平";教育政策活动特征由"经验决策"、"理性决策"转向"科学化、民主化和系统化决策"。  相似文献   

14.
Background: Teacher education is an area of concern both in the policy and practice domains in both international and national contexts. Internationally, there are a wide range teacher education programmes and there is also considerable diversity with reference to policy approaches that operationalise such provision.

Purpose: This paper focuses on teacher education policy in Ireland and explores the relationships that exist between policy and teacher education as a sub-system of the education system.

Sources of evidence: Data from Governmental legislation, discussion papers, professional bodies commentaries, institutional practice and research.

Main argument: The paper provides a critical analysis of existing policy and practice in the area and it reflects on recent policy approaches in the context of the difficult economic circumstances, which Ireland has been experiencing since 2010.

Conclusions: The process of policy formation has been historically slow and rarely rational. It is likely to remain so for the foreseeable future given the current fiscal crisis and the need to further reduce public spending, with teacher education viewed primarily in terms of promoting economic objectives.  相似文献   

15.

An on-going challenge in teacher education programs is how best to support new teachers in connecting their university coursework with their professional identity development and pedagogical practice in the schools. The reading and writing of case studies is one promising strategy teacher educators have explored as a means of assisting teachers in developing and cultivating a self-reflective, theory and practice reflexive, style of learning in the teacher education classroom and beyond. In the present paper, I present a case study of my own journey as a developmental and educational psychologist responsible for co-teaching a secondary teacher education course called "Adolescent Development for Teachers", in which having student-teachers research and write-up a case study of a single adolescent became the focus of the course and our pedagogy. I describe events that brought about the use of the case study in the course, the influence the use of the case study had on myself as an instructor as well as the students, and what students say are the educational benefits and difficulties of completing the adolescent case study. Implications for infusing a developmental focus into teacher education programs are discussed.  相似文献   

16.
ABSTRACT

Across the evidence-based policy and practice (EBPP) community, including education, randomised controlled trials (RCTS) rank as the most “rigorous” evidence for causal conclusions. This paper argues that that is misleading. Only narrow conclusions about study populations can be warranted with the kind of “rigour” that RCTs excel at. Educators need a great deal more information to predict if a programme will work for their pupils. It is unlikely that that information can be obtained with EBPP-style rigour. So, educators should not be overly optimistic about success with programmes that have been “rigorously” tested. I close with a plea to the EBPP community to take on the job of identifying and vetting the information educators need in practice.  相似文献   

17.
Abstract

Educational policy changes are intertwined with teacher education at multiple levels, affecting teacher educators in a variety of ways. Despite the different contexts, teacher educators in the United States and India must fulfill a variety of roles in order to meet the demands within those contexts. This qualitative study compared the cases of seven teacher educators in Iowa in the United States and seven teacher educators in Delhi, India on their common experience of mandated policy changes. Collaboration was found to be central in the teacher education policy implementation process in Iowa, USA and Delhi, India.  相似文献   

18.
《师资教育杂志》2012,38(5):461-473
In this paper, I analyse the history of teacher education in Australia from 1974 to the current policy moment in which questions are increasingly being asked about the quality of teaching and teacher education. Teacher education is, and has been, a highly scrutinised domain in Australia. Since the 1970s, we have seen more than 100 reviews of teacher education in Australia, with another one recently announced in 2014. I focus on three phases in the growth and development of teacher education in the past 40 years by considering the ways in which teacher education (and teaching) has been thought about at various points in time and analysing the related policies for funding governance and regulation. I finish by focusing on the current policy moment in Australia which is positioning teacher education as a ‘policy problem’ requiring a national solution and consider the role of research in, on and for, teacher education into the future.  相似文献   

19.
ABSTRACT

Despite a rich repertoire of inventive and robust practices, and stated commitments to equity, social justice, and diversity, teacher education has continued to struggle to produce educators capable of enacting culturally sustaining pedagogies, and providing historically marginalized youth and communities with meaningful learning opportunities. This paper contends that ontological distance between educators and youth of colour, and the ways Eurocentric epistemologies exist as a colonial ‘zero point’ in teacher education praxis, are a core element of this existential crisis facing teacher educators. Drawing on decolonial theory and epistemologies of the global south, I suggest that teacher education is in need of epistemic innovation; radically revising our approaches to preparing educators by anchoring them in the epistemic and ontological perspectives of the global south, and in so doing, crafting pedagogical imaginaries through which we might disrupt the ways coloniality lives (often invisibly) in, and is reproduced by, our assumptions about best practices, ways of being, and measures of success. Such a decolonial approach to innovation in teacher education holds promise for ensuring our praxis, and the educators we prepare, are positioned to engage with a hyperdiverse world in humanizing ways.  相似文献   

20.
ABSTRACT

Few studies have attended to the specific influence of neoliberalism on education for social justice, despite the complex ways in which the competing discourses of neoliberalism and social justice work side by side in local educational settings. This article reports data derived from interviews with 28 educators committed to social justice education from across Ontario, Canada. Participants were asked how they perceived the impact of neoliberalism on education and on their teaching practice. Findings were interpreted through critical democratic theory and discourse analysis. An unanticipated finding is the influence of neoliberal discourse on the ways that educators spoke about their teaching practice for social justice. The study found that discourse of performance is one arena where competing discourses of neoliberalism and social justice not only coexist but also intersect. This finding has important implications for the transformative potential of social justice education through more concentrated attention to the power embedded in everyday speech acts. Attending more to the performative potential of neoliberal discourse toward social justice ends can be a mechanism for resistance and teacher agency.  相似文献   

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