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1.
Critical educational literature suggests that an increased reliance upon performative technologies is currently transforming the very foundations from which teacher subjectivities are constructed. Arguably though, the number of studies pointing to this risk or tendency is considerably larger than the ones theorising why this should be the case. Further, in those cases where the relationship between performative technologies and teacher subjectivities is theorised, the psychological mechanisms that the technologies appeal to are seldom brought to the fore. Based on this, the purpose of this article is to theorise the psychological mechanisms that performative technologies appeal to and work through, by means of identifying, systematising and elaborating extant understandings of such mechanisms in the critical educational literature. The results are presented in the form of a conceptual framework (referred to as the CMIS-framework) which suggests that one and the same performative technology may play many different roles, where each such role appeals to and works through a particular psychological mechanism. Importantly, depending on the type of psychological mechanism that is appealed to, the CMIS-framework suggests that this will lead to teachers (un)consciously conducting particular forms of subjectivising work upon themselves, here referred to as compliance, mirroring, identification and self-realisation (CMIS). 相似文献
2.
Geert Kelchtermans 《Teachers and Teaching》2017,23(8):961-977
The paper starts from the observation that teacher attrition/retention seems to be a wicked issue: it seems to have strong face validity and a commonsense meaning, but the literature doesn’t provide a clear and distinctive definition. In the first section, the author analyzes the different ways in which the issue of teacher attrition and retention is problematized—in general and educationally—as the basis for a definition: as an educational issue, teacher attrition and retention refers to the need to prevent good teachers from leaving the job for the wrong reasons. Arguing that teacher attrition/retention constitutes both a problem and a challenge, he continues in the second part of the article foregrounding several lessons learned from the research on teacher attrition. A first lesson is related to the central role of social relationships and teachers’ need for social recognition as well as sense of belonging. Secondly, the impact of performativity policies on teacher attrition is discussed. A final lesson looks at teacher attrition and retention from the perspective of career and teachers’ work lives. The conclusion section outlines an agenda for teacher education, teacher induction, and school development to positively deal with the challenge to keep the good teachers in teaching. 相似文献
3.
Peter Roberts 《Educational Philosophy and Theory》2013,45(11):1175-1189
AbstractThis article provides a Taoist reading of Camus’ posthumously published novel, The first man. With its focus on the early life of the central character, Jacques Cormery, The first man is a semi-autobiographical account of learning and transformation, but it is, like so many other stories of its kind, one sustained by complex tensions: between the comfort of the familiar and the promise of the new; between possibility and despair; between resistance and acceptance. A theme that binds some of the key educational elements of the book together is love: Jacques’s love of his mother and his elementary school teacher and their love for him; love of learning; and love of ‘home’. A Taoist theoretical framework is helpful in understanding the nature of this love and its pedagogical significance. In particular, the book exemplifies the importance of the figure of the mother—both in the person of Jacques’s mother and more symbolically in the notion of ‘the Great Mother’. The article concludes with thoughts on the value of literature for educational inquiry. 相似文献
4.
The importance of acknowledging the influence of biography in understanding teachers’ work is well established in recent literature. Drawing upon data arising from a study of teacher educators and their students, we consider the influence of biography on the work of teacher educators and student teachers. We draw comparisons between the ways in which they make connections with their demographic characteristics, their personal and educational histories and their understanding of their work. We evaluate the data against two major positions in the literature on biography and draw some implications for teacher education. 相似文献
5.
Roz Sunley Rachel Locke 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):285-307
Background:?Values continue to play an integral part in education across the globe, but the importance of teachers’ personal values is often overlooked (Klein, M.B., New teaching and teacher issues, Nova Science Publishers Inc., 2006; Aspin, D.N., and J.D. Chapman, eds, Values education and lifelong learning: Principles, policies, programmes, Springer, 2007). It has been argued that teachers need explicit opportunities to reflect on their own personal and professional values to enable them to model what they ask of their students with integrity (Palmer, P.J., The courage to teach, Jossey Bass, 1998; Atkinson, T., and G. Claxton, The intuitive practitioner, Open University Press, 2000). Professional development is still often narrowly defined within the bounds of skills and competencies. However, discussion of values could help contribute to professional development by building teacher commitment and resilience. Objective:?The purpose of this research was to explore the intrinsic values of secondary school professionals and the publicly espoused values of the educational systems in which they work. This research is the result of a two-year funded empirical study carried out by the authors in secondary schools in England. Research design:?Research was undertaken in five schools in a range of educational contexts. In each school, individual conversations were undertaken with six key professionals with different roles to elicit personal constructs or values. These values were discussed within schools and formed a school's ‘values footprint’. An interschool workshop completed the data collection. Data were analysed qualitatively. Main outcomes:?Qualitative analysis suggested relationships between the professional roles of the participants and predominant values themes. There were also connections between school types and predominating values. Four key themes emerged from the individual and group conversations: importance of dialogue; recognition of the importance of self-awareness; the priority of learning for life and the influence of professional roles on an individual's values focus. Conclusion:?This small-scale study supports the importance of dialogue and self-awareness in professional life and ongoing professional development. 相似文献
6.
Robert Q. Berry III 《Clearing house (Menasha, Wis.)》2013,86(5):244-249
The 2007 film Freedom Writers portrays the real-life experiences of Erin Gruwell, a teacher at an inner-city high school in Long Beach, California. This article discusses the educational theories underpinning Gruwell's pedagogical practice, as seen in Freedom Writers, and identifies four themes—rewriting curriculum, treating students as creators of knowledge, creating classroom community, and teaching as self-realization—that make Gruwell's teaching successful. 相似文献
7.
Francesca Caena 《European Journal of Education》2014,49(3):311-331
This article analyses the growing focus on teacher competences in European policy discourse against the backdrop of global convergences in education reforms. It traces key ideas, policy recommendations, peer learning and documents which underscore the relevance of teacher quality for education improvement, as recently stressed in the European Commission Communication and Staff Working Documents Rethinking Education. The intertwining of teacher competence frameworks with other areas of education policy is outlined — key competences in school education, the quality of initial teacher education, and the continuous professional development of teachers — teasing out reasons for their central role. Some insights from research and peer learning then explore key implications in the defining and implementing of teacher competence frameworks in national education systems. A comparative viewpoint further analyses current policy trends about teacher competences across European national contexts, in discourse and practice. In order to do so, a framework of analysis takes into account system features as key variables affecting national policy — roles and responsibilities of stakeholders, governance and education cultures, and the status of the teaching profession. Across the variety of policy practices, the analysis endeavours to trace some emerging patterns and trends, highlighting paradigmatic national examples, with some food for thought. 相似文献
8.
This study draws upon King’s [1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146] concept of dysconscious racism, extrapolating from it the analogous conceptual device of dysconscious ableism. We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates’ writing through the conceptual lens of dysconscious ableism, to better understand their conceptualisations of dis/ability, and their understanding of existing examples of educational segregation based upon those conceptualisations. We make an argument for the necessity of engaging in studies of ableism in teacher education generally, and also for the usefulness of using the specific conceptual device of dysconscious ableism as a central tool of social justice pedagogy in teacher education. 相似文献
9.
KEVIN WILLIAMS 《Journal of Philosophy of Education》2019,53(3):560-573
Drawing on both philosophical and imaginative sources, this article explores the profile of concern and caring in the teacher–learner relationship. Following a defence of the role of narrative in educational theory, the nature of the teacher–learner relationship and the role of concern in the relationship are addressed. The main part of the essay draws on the autobiographical fiction The Pupil: A Memory of Love by Irish author Monk Gibbon to demonstrate the process whereby shared passion for literature can become—on the part of the teacher—an obsessive sexual desire for the learner. Eschewing virtue‐signalling and moral grandstanding, the third and concluding part of the essay endeavours to explain the inappropriateness of the erotic in the teacher–learner relationship. 相似文献
10.
This article investigates the implementation of the “förstelärare” or “First teacher” reform in Sweden. We draw upon the insights of a superintendent, union official, principal, three First teachers, and two of their colleagues in one school, and recent literature on career development reform. We employ Michael Fullan’s overview of the “right” and “wrong” drivers of educational reform to analyse the extent to which the First Teacher initiative cultivated productive “professional capital.” The research reveals: how broader national policy aims were in clear tension with municipal-wide school development, and school-level development efforts; the perverse effects of a strong focus upon salary on professional conduct; and how an emphasis upon teachers’ roles per se undermined the espoused policy focus on enhancing teaching. The research cautions against the problematic effects of the initiative on more profession-oriented prerogatives, and how more external, “deleterious,” drivers of reform militate against more productive professional capital. 相似文献
11.
Independent schools pride themselves on providing a unique educational experience for students, one that is robust and mission-driven and capitalizes on lower student-to-teacher ratios that allow for more personalized learning and high-quality teachers. Numerous studies measure teacher effectiveness in public schools, yet there is little research on teacher quality in independent schools. This study finds that independent schools use four key characteristics to describe high-quality teachers: (a) strong relationships with students, (b) strong pedagogical knowledge and content expertise, (c) a growth mind-set, and (d) the ability to fit well within the school's culture. We also examine school practices and find that some commonly used activities for recruitment and selection are intended to identify the key characteristics of high-quality teachers. Administrators use demonstration lessons and interviews to assess candidates’ abilities to develop strong relationships with students and their pedagogical knowledge and content expertise. However, we find that practices around teacher evaluation are inconsistent. 相似文献
12.
Pete Cannell 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):E9-E9
This book looks at the impact of digital technologies on the teaching and learning of mathematics. The focus is on learning at school and most of the twenty‐nine invited contributions are drawn from England and the US. Mathematics education with digital technology will be of interest to school teachers, teacher‐educators and educational technologists. If it is likely to be relevant to you, I recommend that you borrow a copy for a while. Pete Cannell 相似文献
13.
Garry F. Hoban 《Action Learning: Research and Practice》2004,1(2):203-218
Action learning is based on three educational principles—reflection, community, and action—that interrelate and reinforce each other to support ongoing learning about experiences in the workplace. This study explains how an action learning program established for a small group of science teachers in a secondary high school lasted for two years. In this study feedback in the form of student interviews about teaching and learning were introduced to the teacher discussions to enhance the process of action learning. The student feedback gave the teachers an alternative perspective on their experiences and were a catalyst for reflection that helped the teachers to sustain their learning over a period of two years. 相似文献
14.
Jing Qi 《Asia-Pacific Journal of Teacher Education》2014,42(4):379-391
This paper offers a conceptual basis for refashioning the formulation of critical teacher education. It argues that current critical teacher education is uncritically constructed upon key theoretical departures from critical theories. Drawing on Boltanski’s critique of critical theories, the paper examines the ways these theoretical departures limit the structure of critique and therefore impede critical teacher education in its effort to empower educational actors, including students. Specifically, it analyses how critical theories’ justification of the goal of emancipation for educational actors hinges on intellectual inequality, the ignorance-knowledge continuum, and the hierarchical perception of social relations. This paper introduces networked-hutong siwei to reconceptualise critical teacher education that centres on developing teachers’ predispositions and skills to better mobilise and engage the critical capabilities of educational actors. 相似文献
15.
This article provides insights into teachers’ and school administrators’ responses to the current ‘fetishisation’ of school performance data in Australian schooling. Specifically, the research investigates the accountability practices that emerged in a Queensland metropolitan primary school in response to this broader focus upon performance data. Drawing upon interviews with teachers and school administrators, literature and theorising on educational performativity and data, and Bourdieu’s theory of practice, the article reveals how performative, data-driven practices play out at the level of the school. This process reveals a ‘field of schooling practices’ characterised by contradictory and contested logics of deifying, delivering and denying data. We describe this as the ‘doublethink of data’, involving teachers engaging with performative processes for purposes of compliance but without any real sense of the value of doing so. The research reveals the extraordinary energy involved in this work, and cautions against these performative practices and associated technologies. 相似文献
16.
Mariona Llopart 《课程研究杂志》2018,50(2):145-161
Although the first educational applications of the funds of knowledge (FoK) concept were carried out in the late 1980s, there have been numerous developments and proposals since then, many of which have been made within the last few years. It continues to be, therefore, a valid, cutting-edge educational approach; one which seeks to overcome the lingering deficit perspective in education, by improving relationships between families and schools, and by designing culturally sensitive and contextualized curricular activities. In this review, we have identified 92 peer-reviewed publications relating to FoK in the ERIC database, dating from between 2011 and 2015. In this review, we aim to provide a summary of this literature and identify potential key trends, tensions, extensions and issues concerning current applications of the FoK approach. A number of contributions for teacher candidates and teacher professional development derived from the literature review are also suggested. 相似文献
17.
Amy Senta 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):134-147
In this article, I explore teaching with a social foundations perspective in the unusual place of an Introduction to Assessment course for second-year, undergraduate, teacher candidates. By bringing the work of three candidates together with the four concerns of the proposed third edition of the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies—P-12 students; professional educators; democratic educational practices; and research, policy, and advocacy—I argue for the possibility of alliance among educators through engagement of the interpretive, normative, and critical perspectives. Alliance did not emerge in the work of the three candidates—instead the Standards, as embodied in my teaching, furthered the dominance of the modern myths of progress and individualism. I propose however, that the addition of an alliance perspective to the three existing social foundations perspectives upon which the Standards rely might better allow for work within and across the concerns delineated in the Standards. 相似文献
18.
Noel Fitzpatrick 《Educational Philosophy and Theory》2020,52(4):348-360
The article sets out to develop the concept of attention as a key aspect to building the possible therapeutics that Bernard Stiegler’s recent works have pointed to (The Automatic Society, 2016, The Neganthropocene, 2018 and Qu’appelle-t-on Panser, 2018). The therapeutic aspect of pharmacology takes place through processes that are neganthropic; therefore, which attempt to counteract the entropic nature of digital technologies where there is flattening out to the measurable and the calculable of Big Data. The most obvious examples of this flattening out can be seen in relation to the use of natural language processing technologies for text interpretation and the use of text analytics alongside student analytics. However, the process of exosomatisation of knowledge takes place in forms of hypomnesic tertiary retentions or digital technologies. The loss of knowledge is inherent to these processes of exteriorisation, this loss of knowledge takes place through a process proletarianisation which Marx had pointed to in the Grundisse (1939). The therapeutic gesture is, therefore, an intrinsically educational one, where the loss of knowledge of the pharmacological nature of digital technologies is counteracted by other forms of knowledge construction that can be enabled by digital technologies. Hence, there is a profound educational gesture necessary to enable the re-harnessing of technology to enable the therapeutics. This paper will argue that the positive re-harnessing, the therapeutics, can take place through the development of new forms of neganthropic gestures which can be afforded by the development of specific forms of digital technologies. These also enable a contributive research process whereby the rationalisation of the production of knowledge within the university can be challenged by collaborative, interpretative processes of knowledge production. 相似文献
19.
Peter A. J. Stevens 《British Educational Research Journal》2009,35(3):413-430
While British educational researchers have given considerable attention to issues of racism, little attention has been given to how pupils themselves perceive differential teacher treatment and how such views relate to pupils' claims of teacher racism and racial discrimination. This article employs ethnographic data gathered from one English and two Flemish (Belgian) secondary schools to investigate pupils' perceptions of teachers' differential treatment of pupils. All schools were multi‐ethnic in character and located in inner‐city areas. The analysis of the data suggests that three ideal types of pupils were perceived as legitimate recipients of a less or more favourable teacher treatment: the ill, stragglers and deviants. This study illustrates how pupils' claims about teacher racism and racial discrimination relate to conflicts between particular pupils and their teachers over the appropriateness of their status as ill, stragglers or deviants and related role expectations. The final section discusses implications of this study for future research on processes of racism and racial discrimination in educational settings. 相似文献