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1.
This paper examines university teacher educators’ engagement with and in educational research. Survey results collected from eighty-two teacher educators at a leading university in Saudi Arabia pointed to modest levels of research activity and also suggested that these individuals held largely technical views of what research is. Their assessments of their institutional research culture also signalled a perceived gap between the research productivity expected of them and the support they received from their university. The implications of these findings for promoting research activity among university teacher educators, where this is considered desirable, are discussed. 相似文献
2.
Leena Krokfors Heikki Kynäslahti Katariina Stenberg Auli Toom Katriina Maaranen Riitta Jyrhämä 《Teaching Education》2013,24(1):1-13
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
3.
Doing teacher research: a qualitative analysis of purposes,processes and experiences 总被引：1，自引：1，他引：0
Sharon Gewirtz Jan Shapiro Meg Maguire Pat Mahony Alan Cribb 《Educational Action Research》2013,21(4):567-583
In this paper we draw upon 14 semi‐structured interviews with the participants in a teacher‐researcher project on the theme of ‘ensuring African Caribbean attainment’ with the aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain. After briefly reviewing the history and policy background of teacher research in England, we introduce the project and the specific purposes and motivations of its various stakeholders. In the second half of the paper we analyse the challenges and the rewards of participating in the project, including the challenges of facilitating teacher research, and we review the key implications of the research for policy and practice. We conclude that, in trying to make teacher research happen in a way that is meaningful and productive for those involved (whether as facilitators or teacher researchers), three things have to be negotiated at once: new roles for academic facilitators, new dimensions of teacher roles, and a viable conception of research that is authentically teacher research. All of these things involve rethinking assumptions about what it means to be a teacher and an academic and what is meant by research. Drawing on the lessons of this project, we suggest that the central challenge of building successful teacher research is the creation of genuine partnerships, characterised by respectful and critical dialogue, between university staff and teacher researchers. 相似文献
4.
This paper addresses the matter of the extent to which efforts aimed at the professional development activities of community (primary) school teacher educators in one developing country, namely, Papua New Guinea (PNG), correspond to the subjects’ own perceived professional needs. The general background is outlined first. Then the results of a study of a group of Papua‐New‐Guinea‐teacher‐educators’ perceptions of their professional needs, as accessed through semi‐structured interviews are presented in order to gain a preliminary indication of the appropriateness of recent developments aimed at the professional‐isation of teacher education in the country and to suggest some further developments which could be set in train. Finally, the importance of establishing a national association of teacher education is highlighted. 相似文献
5.
“How will I get them to behave?”: Pre service teachers reflect on classroom management 总被引：1，自引：0，他引：1
This study examines how pre-service teachers think about disconnections between what they believe about teaching, what they learn in their university coursework, and what they observe of behaviour management practices in public school classrooms. Based on the reflective writings of teacher education students at an urban Midwestern university in the United States, this narrative research leads to a deeper understanding of how teacher educators can support and challenge future teachers in their ability to think critically and thoughtfully in developing their identities as future educators. 相似文献
6.
Bill Gent 《British Journal of Religious Education》2011,33(1):3-15
This article draws on ethnographic fieldwork that took place in 2004 in a boys’ hifz class which met in a north‐east London mosque. Drawing on the results of semi‐participant observations and semi‐structured interviews, the research findings are collated under five themes: the routines and rhythms of the hifz class; routes into the hifz class; the students’ perceptions of what they were doing; the ‘sacrifice’ of becoming a hafiz; and hifz class and the rest of students’ lives. Though the analysis is largely of the subjective responses of hifz class members and cannot therefore give definitive answers to research questions, the author points to some of the implications of this work and offers pointers for further research work in this field. 相似文献
7.
Jovita M. Ross‐Gordon William D. Dowling 《International Journal of Lifelong Education》2013,32(4):306-319
The purpose of this research was to examine non‐formal adult education and informal learning within contemporary African‐American women's voluntary organizations. Face‐to‐face interviews were conducted with 28 women who were members of six different organizations. A semi‐structured interview process was used to elicit their perceptions regarding their (1) involvement in the education of others, (2) learning within the context of performing group membership roles and projects, (3) learning needs, and (4) comparisons of learning in this context with that in more formal educational settings. The findings of the research are discussed in relation to other research on learning in voluntary associations and the workplace. As with other studies of the voluntary association context, respondents did not seem to have given a great deal of prior thought to the nature of their learning within the context, having been more focused on the successful performance of their leadership and service roles than on what is learned from that work. They were none the less able to report numerous examples of how their work helped educate others and how they learned through their experiences. While instances of more systematic non‐formal education (e.g. orientation sessions, lectures and leadership training) were reported, the learning experiences reported more frequently and identified as most valuable seemed to reflect more informal, frequently incidental learning. This significant learning often reflected a perceived change in skills and abilities related to interacting with and working with others toward common goals, or a changing sense of self, in terms of growing self‐confidence and/or sense of connectedness to group members and the community which they sought to serve. Respondents who were quite well educated as a group, nevertheless generally indicated their preferences for the kind of interactive, experiential and situated learning that occurred as an outgrowth of group participation over the more abstract, teacher‐controlled learning they associated with formal education. These findings are discussed in terms of their importance to our understanding of informal learning, particularly that which occurs within the voluntary sector. Exploring this learning in a context specific to African‐American women is also seen as a way of moving beyond the culturally biased sampling often criticized in adult learning research. 相似文献
8.
Roger Brindley 《Teachers and Teaching》2013,19(5):577-594
In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession. 相似文献
9.
Bob Koster Jurriën Dengerink Fred Korthagen Mieke Lunenberg 《Teachers and Teaching》2013,19(5-6):567-587
This article reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards‐based procedure of (self‐)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In our research, we used 25 completed portfolio's made by teacher educators participating in the standards‐based procedure of (self‐)assessment and professional development. We found that teacher educators, participating in this procedure, prefer the development of their knowledge and skills over the development of their attitudes and beliefs. For their professional development, the teacher educators experiment with new activities within the work‐situation and interact with colleagues within their professional community, more than that they study theory or reflect on their work. The participating teacher educators experience a positive impact at the personal level (change in cognition and behavior). More than one‐third of them share outcomes with others. Above, they report a more positive self‐esteem and more enthusiasm for teacher education. This article may motivate other countries or institutions to invest in the professional development of teacher educators. Further research is necessary on the essence of the professional qualities of teacher educators and the relation of their professional development with student learning. 相似文献
10.
This paper outlines the increasing cultural diversity of Australia’s education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre‐service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre‐service teachers, most early childhood education pre‐service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre‐service early childhood educators’ knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum. 相似文献
11.
Kay Martinez 《Asia-Pacific Journal of Teacher Education》2008,36(1):35-51
This paper is a reflective exploration of major challenges facing new teacher educators as they make the transition into the academy, and of ways that best support them. The transition problems identified in the emerging body of literature about teacher educator career entry were offered for comment to a small group of new teacher educators in an Australian regional university. Their responses added complexity and nuance, suggesting a heterogeneity of entry pathways and experiences, as well as avenues for further inquiry. Consideration of the resulting issues leads to wider questions about the place of teacher education in the academy. In turn, this leads to question if the challenges faced by newly appointed teacher educators are distinctive from those experienced by all new academics. The paper argues for multidisciplinary cohorts for induction, and makes recommendations for systematic, inclusive induction programs for all new academics, including teacher educators. The paper concludes with two further recommendations. First, large‐scale research is required to inform us about the contemporary teacher education workforce. Little is currently known about entry and career pathways, nor of the impact of recent policy and funding changes such as research performativity measures and increasing employment of sessional staff. Second, induction must be seen as an organisational and professional responsibility shared by many, including new and experienced academics, faculties, departments, institutions and professional associations. 相似文献
12.
Peter P. Grimmett Rob Fleming Lane Trotter 《Asia-Pacific Journal of Teacher Education》2009,37(1):5-26
To gain a clear sense of teacher educators at work, we need to look closely at the context in which they practice. Any attempt to address the questions of what works and the nature of evidence must be situated in the macro‐political context that constrains the work of teacher educators struggling for legitimacy and identity within both the university and the professional field of teaching. We characterize the macro‐political context as a set of neo‐liberalist forces that works to undermine the central role universities have played in the development of the nation state. As the university's role has become focused on supporting economic development and global competitiveness, this context is at odds with longstanding agendas of professional responsibility and self‐governance in teacher education. In this policy context, we argue that teacher educators need to engage in rigorous practice‐based inquiry that addresses issues of policy and governance, particularly those that tend toward direct government intervention or professional governance. 相似文献
13.
14.
This paper reports on a study that has mapped the stories of a group of women teacher educators. While the focus is on the period of change during the last 10 years from primarily teachers’ colleges to university‐based teacher education, the broader context of the individual women's lives is explored as well. The stories are mapped against each other and against relevant literature. In this way the study considers the challenge of change on the experiences of these women teacher educators. This study has been informed by feminist theory and has been constructed within a framework which is both narrative and collaborative. As Acker notes ‘one advantage of narrative is that history makes itself evident in the world of its actors’. In this way the intersections of the personal histories and biographies of the teacher educators within the social context in which they work are examined. These women teacher educators’ stories demonstrate similarities and differences in actions and reactions to the challenges they have faced in the last decade in teacher education. The similarities and differences are due to individual histories, career experiences and the character of the institutions in which they live their professional lives. In presenting this paper, the key focus is on reporting how the forces inherent in the changing nature of the educational environment have impacted on these teacher educators in such a way as to present challenges for each in the way they have developed in their profession as teacher educators. 相似文献
15.
Tasks and trajectories in learning to teach 总被引：1，自引：1，他引：0
University‐based teacher‐education programmes in the USA confront mounting pressure to demonstrate that graduates will have a significant and positive impact on student achievement. Such pressure has forced teacher educators to wrestle with the question of what constitutes compelling evidence that teacher candidates will indeed have such an impact. This paper presents the deliberations and resulting investigation of a team of university faculty members seeking to account for preservice elementary‐school teachers’ learning and development. It offers a preliminary articulation of a trajectory of learning, and a critique of the tasks and the programmatic experiences from which this trajectory is constructed. 相似文献
16.
Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision making. In one group, group members had different preferences, which led to balancing elaboration and decision making. The other group, however, did not engage in these processes in a conscious way, leading to an arduous research process. We contend that a balanced approach, alternating elaboration and decision making, is desirable. 相似文献
17.
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
18.
Weak research utilization strategies limit the faculty development of university-based preservice teacher educators. Compared to school district-based inservice teacher educators, preservice teacher educators have weaker knowledge acquisition strategies, and are less likely to have sustained contact with researchers, especially where a training focus is prominent. Preservice teacher educators have less developed networks that facilitate research utilization, and have less institutional support for internal staff development. A research utilization theoretical framework is used to propose recommendations for helping preservice teacher educators. 相似文献
19.
ABSTRACTA 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
20.
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