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ABSTRACTThe purpose of this paper is to offer a theoretical discussion on teacher leadership in early childhood education (ECE) in Chinese contexts. Since 2010, the Chinese government has initiated a comprehensive education reform in ECE, with strategies for developing teacher leadership and promoting education quality. However, at the school level there is a lack of leadership preparation and development, along with a gap between policy initiative and its implementation. How to narrow this gap between policy and practice in teacher leadership has become a critical issue for ECE in China. This paper suggests that ‘formal role or informal role’ and ‘role or practice’ are important dimensions of teacher leadership in a Chinese, policy-driven context. In this regard, it is worth exploring how teacher leadership is conceptualized and enacted in the process of quality improvement and related contextual factors. In doing so, an agenda could be identified for future research, contributing to theories on the development of teacher leadership in the global discourse. 相似文献
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David Carlsson 《British Journal of Religious Education》2020,42(1):36-44
ABSTRACTThis article explores supervision conferences in RE teacher education in Sweden. Two discourses that are often articulated in supervision conferences are ‘representation’ and ‘safe space’. These are investigated and presented as necessary components for becoming a competent teacher of upper secondary school RE in Sweden. The empirical material consists of observations of six RE supervision trialogues and interviews with the participants – student teachers, upper secondary school supervisors and university-based teacher educators. Based on the analysis of the empirical material, representation and safe space emerge as essential ‘RE teacher knowledge’. Furthermore, the antagonism between representation and safe space that emerges in the supervision trialogues is explored and highlighted. By way of conclusion, the presented discursive struggle is reflected on as a battle over power within the supervision triad. 相似文献
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Tamiko Kondo 《Educational Action Research》2020,28(2):159-174
ABSTRACTThis paper is an account of how a group of Japanese English language teachers, who questioned current teacher professional education and English language education reforms, learnt to challenge the dominant discourse and find ways of conducting more democratic teacher professional education. It describes how those teachers, including the author, generated a collective theory on communicative competence through the process of their inquiry. It explains how they came to appreciate the action research methodology used for this study, grounded in reflective practice, which in turn helped to develop the author’s understanding of second person action research. It also tells how the teachers learnt to take the initiative in communicating the thinking which informed their practices to others and began to engage in ‘communicative action’ As a result of these outcomes, the paper suggests a potential new form of teacher professional learning aimed towards more democratic relationships between participants. It is hoped that the implications of the research findings could contribute to broader discussions about policy pertaining to teacher professional development. 相似文献
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Donna Kalmbach Phillips 《Teachers and Teaching》2013,19(5):633-644
This research project began as an effort to redesign a learning theory course as transitional space and evolved into an analysis of how unresolved conflict from younger learning selves influence graduate preservice teachers’ acquisition of teacher identity. The study draws upon work by Elizabeth Ellsworth on transitional space and Deborah P. Britzman’s work that deconstructs teacher education development. The data for the study were collected throughout a three‐semester graduate teacher education program and include narrative and formal writing using theoretical discourses. Foucauldian concepts of discourse analysis were used to interpret the initial data set; discourse analysis maps were then employed to further develop data interpretation. Two case study illustrations of preservice teachers resulted from this work. These illustrations demonstrate how transitional space is troubled space and the unevenness of teacher development. The study raises the question, ‘What will teacher education do with uncertainty?’ 相似文献
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Shijing Xu 《Teachers and Teaching》2019,25(6):703-729
ABSTRACTThe Preservice Teacher Education Reciprocal Learning Programme has been developed on a vision of bridging the East and West dichotomy by harmonising Eastern learning with Western knowledge. This programme is one of the two foundations for Xu and Connelly’s 7-year Canada-China Reciprocal Learning Partnership in teacher education and school education in 2013-2020. The Programme, ‘provide[s] an exceptional cross-cultural experience with international engagement … to broaden teacher candidates’ horizons for a society of increasing diversity in today’s globalized world’. This article’s purposes are to discuss how reciprocal learning is both a concept and an approach for international and cross-cultural teacher education and school education and to present the learning outcomes and educational significance of the East-West reciprocal learning programme in teacher education. The Programme has created opportunities for both pre-service and in-service teachers to understand and appreciate a culture and educational system different from their own, thereby reciprocally contributing to educational opportunities for those they teach. The research theory and method utilised in this work are found in a companion paper in this special series and are briefly discussed below in the project overview and later in a discussion of student outcomes. This work has implications for other school settings where increasing immigrant student population and cultural diversity have become the norm. 相似文献
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Seyoung Hwang 《Environmental Education Research》2009,15(6):697-714
This article discusses a narrative inquiry as a methodology for understanding and examining teachers' interpretations of their environment‐related teaching experiences. Focusing on the value of teacher stories for interrogating the discursive practices of schools as institutional contexts, four main rhetorical themes are identified to illustrate how teachers' engagements in practice and thinking with environmental education display ongoing identity work. Five Korean secondary science teachers' stories illustrate the dynamic processes and interplay between multiple discourses, such as the ‘proper’, ‘good’, ‘science’ teacher, and the cultural norms, resources and subject positions available to them, as they take up and explain their own and others' meanings and subject positions in science education and environmental education. The paper discusses the value of narrative inquiry to conceptualising teacher agency in ways that offer alternatives to conventional research perspectives in this field, and in taking account of the possible meanings of environmental education, the possibility of creating cracks and ruptures in the ‘sense‐making’ discourses and ‘sense that is made’ of experiences of environmental education and school education more widely. 相似文献
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Wooden dolls and disarray: rethinking United States’ teacher education to the side of quantification
ABSTRACT According to the 2013 report by the National Council on Teacher Quality (NCTQ), most teacher education programs are failing in the United States. These programs, NCTQ insists, are not preparing new teachers with sufficiently ‘scientific’ methods and are, in the process, failing to properly train prospective teachers how to ‘lead the classroom’ (p. 2). In the deficit discourses employed by NCTQ, teacher education programs have become a cesspool of ‘mediocrity’ (p. 1) where the overall findings ‘paint a grim picture of teacher preparation in the United States’ (p. 17). We actually agree that things are grim, but for very different reasons and in very different spaces. Using NCTQ’s ‘Teacher Prep Review: A Review of the Nation’s Teacher Preparation Program’ as an entryway, the authors argue that the report typifies not only an alarmist approach usually found in conservative attempts at social policy and reform, but also further reifies quasi-empirically based research as the best (indeed the only) method by which to measure effective teacher education programs. The authors deconstruct the taken-for-granted assumptions within the NCTQ text, challenging quantification as a research/policy paradigm while arguing for the value of newly imagining educational possibility through risk and creation. 相似文献
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Nadeem Memon 《British Journal of Religious Education》2011,33(3):285-298
In the 70 year history of Islamic schools in North America, there is yet to be an accredited teacher education programme to train and professionally equip Islamic school teachers with an understanding of an Islamic pedagogy. Arguably, there has been an imbalance of energy placed on curriculum development projects over the considerations of teacher training. From my experience working as a teacher trainer/education consultant for Islamic schools for the past 10 years, it is evident that the underlying assumption for many school administrators is that a State/Ministry certified teacher who is Muslim will know how to teach ‘Islamically’. The aims of this paper are to first establish some semblance of what it means to teach Islamically or, more accurately, to teach through an Islamic pedagogy. From this framework, the crux of the paper is to present findings from a series of focus groups with Islamic school educators about their teacher training needs. The findings of this study establish the need for a formal teacher education programme in Islamic pedagogy within an established faculty of education. Such a programme would achieve three major ends in cultivating the stewardship of Islamic schools in North America: 1. Define and establish Islamic education as a valid and relevant pedagogical model that can contribute to the broader discourse of alternative, faith-based education; 2. Standardise the pedagogy and curriculum of Islamic schools based on the principles of education in Islam and to make both contextually relevant; 3. Contribute to raising the standards of Islamic schools through a teacher education programme at credible faculties of education where ongoing research and development will also be supported. 相似文献
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Dag Husebo 《Educational Action Research》2013,21(3):455-471
Handling the relationship between theory and practice is seemingly an endless challenge in Norwegian teacher education, and bridging theory and practice is highlighted whenever discussions about improvement of teacher education are raised. This article contributes to this discussion by shedding new light on the relationship through an analysis of empirical findings recorded in a subject-oriented action research project. The project was conducted as part of the subject Religion, Philosophies of life and Ethics integrated into teacher education at the University of Stavanger in 2008/09, and its name was ‘Teaching about Religious Diversity in School – Applying and Developing an Interpretive Cultural Approach to Religious Education’. As the name indicates, the project has tried out a particular approach to religious education. The tryout has been done by a community of practice. In this article I am asking whether findings from the project are pointing towards pedagogical approaches possible to categorize on a meta-level, and in which way these detected approaches shed new light upon the relationship between theory and practice in teacher education. 相似文献
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Katherine Crawford-Garrett Stephen Anderson Andrew Grayson Chrissy Suter 《Educational Action Research》2013,21(4):479-496
This article traces the experiences of three pre-service teachers as they engaged in teacher research as part of their teacher education program and considers how teacher research might disrupt dominant paradigms that aim to de-contextualize teaching and offer one-size-fits-all solutions to address inequities. In particular, the article examines: the role of the teacher’s personal and academic history in the design of their teacher research projects; how their research worked to disrupt and complicate classroom cultures and practices; and the ways in which the pre-service teachers interpreted their research in light of new contexts during their first year of teaching. This work has critical implications in an era when teacher education programs are under attack, including: the value of drawing on pre-service teachers' lived experiences as an entry point into inquiry; creating highly localized inquiries; and positioning novice teachers as knowledgeable practitioners who are able to share research with colleagues. 相似文献
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Suzanne J. New 《International Studies in Sociology of Education》2013,23(1):69-89
ABSTRACT This paper, drawing on data from a four‐year study of the governing bodies of 10 English schools, is concerned with the way in which lay members of governing bodies tend to downgrade the voice of professional educators, in particular the elected teacher governor(s). It is argued that the teacher governor's position is often undermined by a fundamental ambivalence on the part of many lay governors regarding the desirability of teacher involvement, the implication being that only lay governors, by virtue of possessing a ‘non‐partisan’, ‘common sense’ perspective on education, can act in the best interests of all concerned with the school. The questioning of teachers’ competence in the context of school governing bodies can be seen as part of a wider ‘discourse of derision’ surrounding the teaching profession. The discourse of derision can, however, take many forms and is capable of being resisted and replaced with alternative discourses. 相似文献
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This study documents our efforts to implement an ‘ethic of discomfort’ and a ‘pedagogy of discomfort’ in our undergraduate multicultural teacher education courses. Commitments to these moral imperatives inherently involve emotional work for teacher candidates and teacher educators. Such emotional work, particularly in academia, is often invisible and disincentivized. This study examines the following: (1) grappling with students’ emotional reactions that stem from discomfort, (2) engaging in public emotional discourses, (3) negotiating the political dimensions of teaching diverse students, and (4) remaining emotionally available to students as they work through these ideas in their own lives. The implications of this study address the types of preparation and support teacher educators need to facilitate the transformative potential of a pedagogy and an ethic of discomfort. While pre-service teacher education is considered a safe and productive learning space for students to be discomforted, questions are posed regarding the safety for pre-tenured teacher educators involved in this process. We offer a typology of emotional work from a teacher educator perspective in teaching multicultural education. 相似文献
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《师资教育杂志》2012,38(2):209-210
This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education. 相似文献
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Dennis Sumara Brent Davis Tammy Iftody 《Changing English: An International Journal of English Teaching》2006,13(1):55-67
In this essay, the authors present analyses of data emerging from a study of a classroom of pre‐service English language arts teachers' readings of a young adult novel that challenged normative sexuality stereotypes. They argue that when literary fictions are included within teacher education ‘methods’ courses, the possibility that literature might support generative learning is eroded by the normative structures of teacher education, particularly those pedagogical beliefs and practices that separate discourses of experience from discourses of knowledge. The authors offer a brief overview of studies of human consciousness, with particular attention to how literary experiences can contribute to its development. They suggest that the identities that co‐emerge with conscious awareness are structured by normalizing discourses instantiated within teacher education methods courses. The essay concludes with a discussion of how the conscious awareness of beginning English teachers might be more expansively developed within pre‐service teacher education. 相似文献
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《Critical Studies in Education》2013,54(2):185-198
This paper explores the potential for conducting collaborative and critical research in higher education which problematises the role and practices of the academy in maintaining exclusion. It begins with a brief discussion of UK government discourse on widening participation, and contrasts this with the research literature which indicates the persistence of exclusionary practices in higher education, particularly in relation to social class. It then utilises a retrospective account of a small‐scale participatory research study undertaken between 1996 and 2003 with a group of adult students from working class and minority ethnic backgrounds, to explore the possibilities for research which seeks the collaboration of those who, in other traditions, are constituted as research ‘objects’. The paper discusses some of the lessons from the research process and explores the challenges for academics conducting research within the academy – challenges arising from their social positioning and their location in the academic field, but also from the ‘scholarly gaze’ which they ‘cast upon the social world’. The paper advocates research which shifts the focus from deficit discourses around students, turns a critical and reflexive gaze towards academia and academics, and directs its efforts towards challenging existing power structures within higher education. 相似文献
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Simone White 《师资教育杂志》2016,42(2):252-264
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
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The boundaries between communities of teaching and educational research are very persistent. Boundaries can be conceptualized as sociocultural differences, leading towards discontinuity in action or interaction. Boundary crossing refers to the efforts made to establish continuity. The purpose of this article is to provide a better understanding of how these boundaries can be crossed by teachers who are also PhD students in a national PhD program for educational research in the context of science education. Sixteen teacher researchers as well as their professors and school principals were interviewed. Additionally, two stories were studied of two teacher researchers who seemed successful in crossing boundaries between the two communities. Many differences were found between the two communities, not all of them being boundaries. Specific personal characteristics - such as communication skills and flexible switching – seemed to facilitate boundary crossing, just like particular contextual factors such as school teams with open learning climates and supportive supervisors. All 16 teacher researchers contributed to better science teaching in their own practices, while eight teacher researchers had been able to share insights from their PhD projects with others. 相似文献