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1.
ABSTRACT

The practice of teacher education is inextricably linked to the policy environment in which it occurs. Calls by policymakers and politicians for accountability measures, standardization and performance assessments are efforts to influence the direction of the preparation of educators. In this self-study, I examine my participation in a state-level teacher education policy decision-making body in the United States in order to illuminate how policy decisions are made about teacher education. More specifically, I discuss the kinds of warrants about teacher education practice that I deployed as I navigated the political and practical consequences of policy decisions. This study serves not only to illuminate the nature of policy discussions in teacher education, but also to encourage teacher educators to engage directly the policy-making arenas that implicitly and explicitly influence their work.  相似文献   

2.
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   

3.
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4.
Abstract

Drawing from an array of theoretical and experiential sources ranging from policy studies to ethnographies, this essay frames a number of public policy issues related to children, families, and early childhood education. These issues provide a brief genealogy of multiple contexts in which early childhood teacher education operates in the United States. Issues addressed include: welfare reform, “No Child Left Behind” legislation, the crimi‐nalization of children, language policies, and recently proposed changes in Head Start. The author draws from her teaching, research, and community organizing experiences to recommend ways to strengthen public policy awareness and advocacy engagement in the field of early childhood teacher education.  相似文献   

5.
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6.
ABSTRACT

Despite many welcoming individuals and communities, the hegemonic narrative regarding immigrant origin families suggests that hard work may not be enough to overcome the economic, social, and political walls within and encompassing the United States. The increasingly diverse stories of immigrant families are often met with undifferentiated policies and practices, despite considerable racial, ethnic, linguistic, socioeconomic, and other variations. This article provides teacher educators and teacher candidates an ecologically and developmentally sensitive framework to understand immigrant-origin children in a holistic manner in order to support their overall development and learning. It concludes by applying the framework to guide equity-based practices within schools, and by educators, policy makers, and the public so they may more effectively contribute to the education and development of immigrant-origin and other students.  相似文献   

7.
ABSTRACT

This article focuses on an educational foundations-based professional development (PD) curriculum of antiracist conscientization we as two teacher educators designed and implemented with eight white practicing teachers in the Midwestern United States. We first articulate our conception of educational foundations and curriculum theory as a framework for our PD. We briefly review literature on other PD on race in the United States, outline our data sources, and describe the pedagogy and curriculum of RaceWork’s Tripartite Model of race-visible and antiracist praxis. We then highlight, through interview data, the significance of group (relational) accountability and collaborative relationships that supported these teachers’ self-designed antiracist interventions in their own unique school contexts during the 2-year PD experience. An ongoing, relationship-based PD model leading to material antiracist changes and practices points to a need for a broader, more holistic, and contextualized conception of antiracist interventions in U.S. public P12 school contexts, but also one grounded in the notion that in a white supremacist society, we (as race-visible white educators) are always becoming antiracist.  相似文献   

8.
Abstract

The United States and its public schools are becoming increasingly diverse, yet teachers, prospective teachers, and teacher educators remain predominantly European American. This situation raises a number of questions for teacher educators and teacher education students committed to multicultural education. One challenge to avoid when discussing issues of diversity within largely monocultural learning environments is the unintentional construction of the “Other.” This article describes the painful experiences and interactive reflections of a student of color and a White teacher educator when the student became the “Other” in a preservice teacher education course. The student, her peers, and the instructor describe how the unfortunate incident was turned into a teachable moment and a transformative learning experience that gave deeper, personal meaning to the theories they discussed in the course.  相似文献   

9.
《学校用计算机》2013,30(4):155-170
Abstract

The major challenges facing education systems in the information age include issues of how to prepare for and capitalize on the technological revolution and how to integrate computer technology into the curriculum. Jamaica, like most developing countries, is taking on these challenges with perhaps as much focus and increased importance as any developed country such as the United States. This paper explores the approach taken, particularly with teacher educators in Jamaican colleges, to begin the process by an assessment of the computer-related professional development needs of the college faculty. The paper makes recommendations for developing a technology training program based on the needs assessment. Underlying these issues is the necessity for a national policy to coordinate the country's efforts to integrate information technology into teacher education. Additional recommendations intended to provide guidance for the formulation of such an integrated policy development and implementation framework are offered.  相似文献   

10.
ABSTRACT

New education reforms in Australia, and elsewhere in the world, are calling for degree-qualified early childhood teachers to work in prior to school contexts, including child care. Yet, emerging research indicates that the majority of early childhood graduates are averse to work in child care, with a career desire to work in other contexts – primary, kindergarten, preschool. This paper reports on a pilot study that focused on early childhood teacher preparation, with attention to child care professional experience. Interviews with early childhood teacher educators, including program coordinators, focused on the decision making processes about the child care professional experience. Discourse analysis located some of the competing and complex discursive considerations, illuminating the contingencies and tensions that face early childhood teacher educators. The imperatives on reflective thinking and decision making in complex early childhood teacher education landscapes are illuminated. These contingencies and tensions have implications for the workforce they are charged to prepare, as policy imperatives call for teachers prepared and willing to work in child care.  相似文献   

11.
Abstract

This study was designed to determine what concepts teacher-educators in India have of the ideal student in terms of what characteristics they believe should be encouraged and discouraged and to compare the results with the concepts of teachers in the United States. Torrance’s Ideal Pupil Checklist was administered to one hundred teachers of education in teacher training colleges in Rajasthan, India. When the sixty-two characteristics of the Checklist were ranked, a rank-order coefficient of correlation of .76 was obtained between the ranks assigned by the Rajasthan teacher-educators and United States teachers. In general, the Rajasthan Ss emphasize the receptive nature of man and de-emphasize man’s self acting nature more than United States teachers.  相似文献   

12.
ABSTRACT

The purpose of this article is to explore how pedagogical visions inform our work as former classroom teachers and current teacher educators in rural and urban regions of the United States. Specifically, we explore the instructional decisions we make as we work to meet these visions in higher education. Teacher educators are charged with the task of fostering visionary teachers in today’s highly challenging educational landscape. We pose the question: How can teacher educators foster visionary beginning teachers without an examination of their visions for their practice? Using a self-study design, we examine the intersections of our pedagogical visions for teaching and the instructional actions we take to work toward our visions in higher education. Findings highlight specific instructional practices and strategies used to enact visions while providing a critical discussion of the lens of visioning within self-study research.  相似文献   

13.
美国第44任总统上任前,来自教育工作者的八封书信引起了美国教育界乃至整个社会的关注.八封书信从多层次、多角度对美国教师教育面临的危机进行了分析并提出相应对策.奥巴马总统上任不久,新政府就根据八封书信的相关建议对教师招募、新教师培训、教师保留、教师评价等方面制定了一系列的改革方案与实施策略.由此可见这八封书信在奥巴马教育改革计划中所起到的积极影响作用.  相似文献   

14.

This introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development is provided, including teacher educators’ growth. This is followed by a comparative look at the seven papers in this special issue through three lenses, focusing on who the teacher educators in these papers are, the practices which are the focus for development, and the contexts in which the professional growth is situated. The seven papers not only exemplify how teacher educators might critically and systematically reflect on their own growth, educate new teacher educators, and do corresponding research, but also demonstrate the considerable progress the research community has made with respect to the professional growth of mathematics and science teacher educators in the last decade. Finally, challenges and questions are raised, in particular in relation to raising the quality and quantity of proficient teacher educators in order to strengthen teacher education research, and to have enough human resources to offer more and better professional development opportunities and to support schools.

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15.
ABSTRACT

The 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   

16.
《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   

17.
Abstract

The author conducted a study with early childhood educators in New Delhi to understand the teachers’ perceptions of the relationship between their preparation and practice within a theory‐practice framework. The research problem emanated from the observations and experiences of the author, indicating an existing three‐way tension between the design of current Indian teacher education programs, the dominant discourse of early childhood education, and the underlying values of Indian philosophy that defined the construct of the teacher and child in Indian society.  相似文献   

18.
ABSTRACT

In response to challenging behaviour from students with emotional and behavioural difficulties (EBD), teachers around the world often label students as challenging, defining them by their disability. Negative views of students with EBD are a barrier to their inclusion and a major challenge for policy in the United States and elsewhere associated with access to the education system for students with disabilities. Pre-service teacher education has been highlighted as an optimum time to instil in pre-service educators a more equitable disposition toward behaviour management and inclusive practices. Therefore, the purpose of the current mixed-methods study was to assess whether or not an undergraduate course focused on relationship-based approaches to positive behaviour support could impact pre-service educators’ dispositions toward inclusive classroom practices for students with EBD. Survey results from 41 pre-service educators indicated that participants made significant improvements in their knowledge and understanding of compassionate behaviour management, intentional relationship building, and establishment of a welcoming classroom environment. Analysis of participants’ written responses to open-ended questions revealed several themes regarding changes in dispositions toward students with EBD. Implications for pre-service educator preparation and inclusion of students with EBD are discussed.  相似文献   

19.
《师资教育杂志》2012,38(1):81-82
Abstract

To different degrees, Western industrial societies are both democratic and capitalist. In some respects, the tenets of democracy and the functional needs of capitalism are at odds. The state must try to manage the tensions between the two, particularly through its education policy, including that for teacher education. This paper analyses how teacher education policy since 1980 has been influenced by these tensions. It argues that current policy in teacher education is vulnerable to the objection that it is not democratic, but cautions that those calling for a more democratic basis for teacher education might be equally vulnerable to the objection that they focus too much on the democratic ends of education rather than on the technicalities of teaching. The analysis refers mainly to Britain and the United States.  相似文献   

20.
ABSTRACT

Policy makers and early childhood stakeholders across the United States continue to seek policy solutions that improve early educators’ instruction of young children. A primary vehicle for attaining this goal is professional development. This has led to an influx of empirical studies that seek to develop a set of best practices for professional development. While this deductive work is important and informative, it provides limited insight into how professional development is being conceptualized, and how teachers experience, respond to, or learn from these programs. This article begins to address these issues by presenting findings from a qualitative metasynthesis of published peer-reviewed qualitative studies of professional development programs for in-service early educators in the United States. By analyzing, synthesizing, and interpreting these studies, it appears that while such programs may have a positive impact on teachers’ conceptions of practice, there is a need to expand the research literature beyond identifying what works so that it includes studies examining teachers using such practices with children and investigations into teachers’ knowledge of their local teaching and learning communities. This study ends by offering an interpretation of the relationship between these findings and the field of teacher education.  相似文献   

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