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1.
Pat Mahony 《教育政策杂志》2013,28(4):545-558
In this paper we argue that conceptions of what constitutes the ‘effective teacher’ and what counts as career progression are being reshaped by the Teacher Training Agency. One initiative which is central to this is the National Professional Qualification framework. We argue that the framework neglects teachers’ responsibilities in relation to social justice and that the teaching profession is being increasingly differentiated in ways which may disadvantage particular groups of children and teachers. Issues of governance, representation and accountability in teacher education cannot be ignored and connect with wider debates in the public sector both in the UK and elsewhere. 相似文献
2.
This paper investigates the ways in which discourses of teacher accountability were negotiated by teachers within hearings held for the Australian Inquiry into Boys' Education. In the Inquiry context, dominant interpretative repertoires positioned teachers as obliged to ‘acknowledge’, ‘address’ and ‘actively respond’ to an essentialised version of male students' ‘learning needs’. These repertoires functioned to equate the provision of ‘boy-friendly’ interventions with ‘professional’ classroom practice – suggesting significant discursive constraints on teachers' capacity to make sense of boys' underperformance outside of this dominant framework. Attention is paid to the ways in which these repertoires supported teachers to manage a positive identity in a context where they were positioned as largely responsible for male students' underperformance. At the same time, such constructions are interrogated with regard to their broader function in naturalising the surveillance of teachers, and reproducing boys' underachievement as something for which (particularly female) teachers have to account. 相似文献
3.
Andrea C. Allard Diane Mayer Julianne Moss 《The Australian Educational Researcher》2014,41(4):425-443
In this paper, we challenge the current focus on ‘best practice’, graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment—a structured portfolio called the Authentic Teacher Assessment (ATA)—and examine examples of these assessments through the lens of critical discourse analysis. As a measure of ‘readiness to teach’, the ATA is compared with supervising teachers’ assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers’ practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effective beginning teaching and demonstrably address the current anxiety regarding ‘evidence’. We suggest that such an approach should be reliable enough to be ‘read’ by external assessors (and moderated across other teacher education institutions). Rigorous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates’ quality and readiness to teach. 相似文献
4.
In early 2015, the Australian Government and an associated Ministerial Group called for ‘urgent national action to improve the quality of initial teacher education’. Following this call for action, the Australian Government launched a series of reforms into initial teacher education, targeting ‘teacher quality’ and ‘classroom readiness’. The reforms are based on a logic of deficiency within initial teacher education, mandating new accreditation processes, standardized assessments and the National Literacy and Numeracy Test for pre-service teachers. In this paper we set out to explore these reforms, considering the policy trajectories, technologies and technicist network in which they are operationalized. We propose the concept of reification and objectification to examine the institutionalization of auditing, standardization, and accountability. These reforms aim to intervene in both the content and delivery of initial teacher education. We argue that reforms such as these recondition our conceptions of professionalism and teacher quality. There is a contraction in scope for progressive or experiential teacher education, and moreover, the ongoing de-professionalism of teachers and teacher educators, whom are subjected to constant surveillance. 相似文献
5.
Seeing the ‘new’ in light of the ‘old’: evolving interpretations of a new national English curriculum 总被引：1，自引：0，他引：1
This 2‐year longitudinal study explores the process by which three populations of practitioners (mentors, co‐ordinators, and teachers) interpreted a national curriculum involving a change in policies for teaching English as a foreign language. The analysis revealed that the process of managing the changes brought about by the new curriculum yielded ‘dialogues of practice’ between ‘old’ and ‘new’. These dialogues engaged mentors, co‐ordinators, and teachers alike in mediating between new understandings and old ones. It addresses the ways in which they made sense of the terminology of the new curriculum in light of the old curriculum, negotiated between new pedagogical content knowledge and ingrained conceptions of subject‐matter teaching, adapted old understandings of testing to new conceptions of performance‐assessment processes, and mediated between their need to preserve a sense of professional competence while feeling destabilized as ‘novices’ as they confronted innovative curricular practices. Participants' strategic need to ‘survive’ the changes resulted in the development of networks to support professional exchange and assist teachers in managing their way through the uncertainty of curricular change. 相似文献
6.
Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an ‘exclusionary inclusion’ that draws a discernible line between general and special education. This paper concentrates on exploring the role of special education teachers in Cyprus in the light of policy concerns about providing the ‘least restrictive’ learning environment for this group of students and enabling them ‘to reach their full potential’. It is suggested that the role of special education teachers embodies and reflects reductionist forms of inclusion informed by deficit-oriented and assimilationist special education perspectives, while there is also evidence of a lack of professionalism and accountability. The paper draws on head teachers’ and special education teachers’ interviews in order to portray the ways in which they view and experience the role of special education teachers in mainstream schools in Cyprus. New objectives and future directions are identified and discussed. 相似文献
7.
Niek Frans W. J. Post C. E. Oenema-Mostert A. E. M. G. Minnaert 《Assessment in Education: Principles, Policy & Practice》2020,27(1):87-108
ABSTRACTStandardised tests play an important role in early childhood (EC) education in many countries. Although teachers’ conceptions largely determine whether and how these instruments are used, research on this topic is scarce. As a result, factors that influence conceptions of standardised testing have remained largely unexplored. To examine teachers’ conceptions of standardised testing and aspects that may influence these conceptions, Brown’s CoA-III-A questionnaire was distributed to 97 EC educators. Based on their responses, a selection of six preschool/kindergarten teachers participated in a series of semi-structured interviews. Analyses of the questionnaire and the interviews indicated that the teachers did not see these tests solely as instruments for accountability or improvement. While some perceived the test as pleasant confirmation, others perceived the results as negative opposition to their own observations. The teachers’ conceptions were influenced by classroom population, management team, and the ascribed purpose of the test. 相似文献
8.
Jessica Holloway 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):399-411
ABSTRACTAs a post-structural critique of US teacher evaluation policy, this paper aims to disrupt accepted conceptualizations of teachers by (1) identifying discursive constructions of teachers in political talk, action, and legislation; (2) unpacking the ways that these constructions operate to legitimize punitive accountability policies and practices; and (3) mapping the associated accountability practices used by one school district to understand how they function to manage teachers and shape teacher subjectivities. Drawing on data that include official federal- and state-level policy documents, policy supplemental materials, and local teacher evaluation materials, this analysis demonstrates how teachers have been discursively positioned as ‘risky’ subjects. By doing so, the means to mitigate such ‘risks’ are rationalized, insofar as high-stakes accountability policies and practices ‘make sense’ to protect the well-being of students and the country. This has enabled a set of intrusive and punitive mechanisms that assess and discipline teachers to behave as low-risk subjects. 相似文献
9.
Corrie Stone-Johnson 《Teachers and Teaching》2013,19(1):74-91
Today’s American educational context is characterised by increasing standardisation coupled with heightened accountability. While some view standardisation as a lever for equity, many view it as problematic for the work of teachers. Efforts to improve student achievement by focusing on the activities of teachers have resulted in an over-riding sense that teachers have lost control over their work and that teachers’ professional identities are being worn away by the changes asked of them. Research has demonstrated the ways in which understandings of teachers’ professionalism have changed over time. Here, I argue that not only have views of professionalism changed over time, but that different teachers or here different groups of teachers, experience and understand professionalism differently. In this article, I first look at teachers’ professionalism across two decades using data from a large national database and then focus on how different generations of teachers experience professionalism in a context of standardisation in multiple ways based on qualitative interviews. The findings show that unlike veteran teachers from the Boomer generation (born 1943–1960) who started their careers as idealists but have become increasingly bitter about changes being asked of them, many Generation X (born 1961–1981) teachers are able to accommodate the changes asked of them in a more neutral fashion. While these teachers do not particularly like all aspects of standardisation, they feel that it is just part of the work they do, not who they are. This flexibility is not a function of diminished professionalism but rather a generational difference, as teachers from Generation X tend to be more flexible, less rule-bound than those from the Boomer generation whose mission is who they are. The data presented demonstrate the need to understand professionalism in a new light. Some teachers feel more control in this era of standardisation, and some feel less. Rather than viewing professionalism as a singular phenomenon that everyone experiences in the same way, it is increasingly important to view it as a complex phenomenon that can be experienced in unique ways at the same time by disparate groups of teachers. In this sense, professionalism can morph from more than ‘old’ or ‘new’ to complex, or what I term in this article parallel professionalism. 相似文献
10.
This paper focuses on the study of student teachers’ verbal interaction in learning situations generated in a classroom corresponding to a mathematics methods course. In our work, we incorporate two ‘ways of seeing’ a group: as an entity or as a set composed of individualities. We present an analytical framework that considers two dimensions connected with these ways of seeing the group and four variables corresponding to these dimensions, through which the verbal interaction between student teachers in a group can be considered. As regards the first dimension, the variables included are specific language, cognitive processing, social processing; the second dimension considers the relational variable. We describe each of the different variables that form the framework, and how this framework allows us to analyse the verbal interaction in three groups of student teachers. We believe that building analytic frameworks that allow the study of verbal interaction in detail is worthwhile in the educational field due to their important role in the analysis of learning-teaching processes. 相似文献
11.
《Studying Teacher Education》2013,9(3):317-333
ABSTRACTIn light of societal pluralism, diverse visions exist for social justice. In this sense, uncertainty is a marker of social justice education and research. This article shares insights into how we came to ask a question about teaching for social justice through cross-cultural collaborative self-study. Eight New Zealand pre-service teachers participated in semi-structured interviews in which they reflected on their six-week social studies methods course. Drawing on pedagogical moments that the pre-service teachers saw as being significant, this article explores the generative and ambiguous ways in which the course ‘muddied the waters’ of their unfolding conceptions and practices of social justice education. The article describes how coming to know ‘teaching for social justice’ through the eyes of these pre-service teachers provided a reflexive surface for our self-study and has shaped its trajectory. In contrast to our initial desire for greater certainty, placing the uncertainties of social justice at the forefront of our practice has become central to our inquiry. 相似文献
12.
Policy‐makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and ‘commercialized professionalism’ whilst in Finland they are influenced by notions of ‘teacher empowerment’. This article analyses findings on the theme of teacher professionalism derived from re‐interviewing a sample of English and Finnish teachers in 2001 as a follow‐up to earlier ethnographic research in six schools in each country during 1994–1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions. 相似文献
13.
Over the last two decades, teachers in Australia have witnessed multiple incarnations of the idea of ‘educational accountability’ and its enactment. Research into this phenomenon of educational policy and practice has revealed various layers of the concept, particularly its professional, bureaucratic, political and cultural dimensions that are central to the restructuring of educational governance and the reorganization of teachers’ work. Today, accountability constitutes a core concept of neoliberal policy-making in education, both fashioning and normalizing what counts as teacher professionalism in the ‘audit society.’ This article focuses specifically on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia, and raises questions about the impact of this reform on the work practices of English literacy teachers in primary and secondary schools. We draw on data collected as part of a major research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. The article traces the ways in which teachers’ work is increasingly being mediated by standardised literacy testing to show how these teachers grapple with the tensions between state-wide mandates and a sense of their professional responsibility for their students. 相似文献
14.
Eileen Carnell 《Teaching in Higher Education》2013,18(1):25-40
This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts. Theoretical dimensions informing pedagogy, knowledge construction, relationships between teaching and research, and professional learning are congruent: dialogue and collegiality are key. What inhibits teachers’ effectiveness is the ‘performativity’ culture especially setting aside preferred ways of operating as colleagues. A model is constructed to explain opposing standpoints. 相似文献
15.
In this study, we investigate the role of physicality in the professional identities of physical education (PE) student teachers. Twenty PE student teachers participated in semi-structured interviews during their final teaching practice. Data were analysed using qualitative thematic analysis and typologies. The results showed substantial diversity in the student teachers’ conceptions of physicality and the ways these conceptions were embedded in their developing professional identities. The results also brought to light criticism directed at traditional notions of the body and physicality in PE and PE teacher education (PETE). We suggest that conceptions of the body and physicality represent a central element of PE teachers’ professional identity. The results also indicate a relationship between conceptions of physicality and pedagogies implemented in the future. Time and place for student teachers to discuss body-related matters should be provided in PETE. 相似文献
16.
The main purpose of this study was to concurrently investigate Taiwanese high-school students' and their science teachers' conceptions of learning science (COLS) and conceptions of science assessment (COSA). A total of 1,048 Taiwanese high-school students and their 59 science teachers were invited to fill out two questionnaires assessing their COSA and COLS. The main results indicated that, first, although a handful of different patterns occurred, students and teachers were found to have similar COLS–COSA patterns. In general, students and teachers with COSA as reproducing knowledge and rehearsing tended to possess lower-level COLS, such as learning science as memorizing, testing, and calculating and practicing. In contrast, if students and teachers viewed science assessment as improving learning and problem-solving, they would be prone to regard science learning as increase of knowledge, applying, and understanding and seeing in a new way. However, the students' conceptions did not align with those of the teachers' in certain aspects. The students tended to regard science learning and assessment at a superficial level (COLS as ‘memorizing’, ‘testing’, and ‘calculating and practicing’ and COSA as ‘reproducing knowledge’), while the teachers’ conceptions were at a more sophisticated level (COLS as ‘application’ and ‘understanding and seeing in a new way’ and COSA as ‘improving learning’). It is evident that a dissonance exists between the students' and teachers' COLS and COSA. Based on the results, practical implications and suggestions for future research are discussed. 相似文献
17.
David McConnell 《Higher Education》2018,75(6):1031-1045
Despite the upsurge in interest in e-learning (or online learning) in Chinese higher education, little is known about the ways in which lecturers design and run their online courses, or about how they perceive e-learning. This paper reports the results of interviews with higher education teachers in China working in conventional, campus-based universities, concerning their conceptions and beliefs of e-learning. The interviews were analysed from a grounded theory perspective that gave rise to seven emerging themes, namely: the ‘centrality of the lecture’, ‘online cooperative learning’, ‘network learning’, ‘student learning’, ‘lecture plus online work’, ‘infrastructure and access’ and ‘professional development’. Discussion of these emerging themes helps us understand the ways in which these teachers think about e-learning and teaching, the beliefs they hold about their ‘e’ practice, the ways in which they implement e-learning, the problems they face in incorporating e-learning into their courses and the ways in which they perceive e-learners. This provides a fascinating and unique insight into e-learning in Chinese higher education. Evidence shows that it is a complex area with many influences, some of which can be attributed to social, cultural and Confucian-heritage factors. It is concluded that, despite enthusiasm by some for innovating e-learning, the dominance of traditional teaching methods in China suggest that the conditions for mainstreaming e-learning in the near future are not strong. 相似文献
18.
Paul Tarpey 《Changing English: An International Journal of English Teaching》2017,24(1):103-117
This article investigates the professional memories of English teachers who began their careers between 1965 and 1975. The teachers began their careers in circumstances that offered opportunities to work in collectivist ways. Their memories reveal a strong collective identity, a powerful sense of agency and a critical engagement with the aims of English teaching. It is argued that by exploring these memories, and by re-imagining English as a ‘relational’ or ‘heteroglossial’ activity, current practitioners might find inspiration to work collectively and collaboratively to challenge dominant conceptions of the subject. 相似文献
19.
M. J. Hermida M. S. Segretin A. Soni García S. J. Lipina 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):457-472
Background: Teachers’ conceptions and misconceptions about neuroscience are crucial in establishing a proper dialogue between neuroscience and education. In recent years, studies in different countries have examined primary and secondary school teachers’ conceptions. However, although preschool education has proved its importance to later academic outcomes, there is limited investigation of neuroscience conceptions focused exclusively on preschool teachers.Purpose: The present study sought to explore preschool teachers’ conceptions and misconceptions about neuroscience in an Argentine setting.Sample, design and methods: We used quantitative and qualitative approaches to explore concepts about neuroscience, including specific neuromyths. Data were collected using a 24-statement questionnaire and 5 in-depth interviews. The survey was administered to 204 teachers of children between the ages of 0–5-years in Argentina.Results and conclusions: Results from this exploratory study suggested a relatively high level of general knowledge of neuroscience amongst the preschool teachers in the study. However, three particular issues seemed unclear for teachers: memory, plasticity and the myth that ‘we only use 10% of the brain’. Specifically, ‘memory’ was understood as ‘learning by heart’; neural underpinnings of memory and plasticity processes were unknown; and the myth that we only use 10% of the brain was used to explain individual differences in intelligence in a straightforward way. In addition, anecdotal evidence was used by teachers to justify their conceptions about neuroscience. Finally, the wider implications of these results for bridging neuroscience and education are discussed. 相似文献
20.
This article explores how circumstances in different conjunctures influence the types of narrative, working practice and ‘Professional Memory’ that English teachers construct. It is argued that the circumstances in which teachers begin their careers help to formulate attitudes, values and missions that remain potent over long periods. Examining these phenomena from a collectivist perspective makes it possible to uncover the valued ways of working and conceptions of ‘English’ that different generations hold through professional memory. These memories can provide much needed, alternative accounts of the subject that are both informative and instructive. Here, I concentrate on the professional memory of one generation of English teachers who began in a distinctive conjuncture: 1965–1975. 相似文献