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1.
Abstract

One important strategy for strengthening policy and advocacy in early childhood education is through the incorporation of specific course content in teacher education programs [New Perspectives in Early Childhood Teacher Education: Bringing Practitioners Into the Debate, Teachers College Press, NY, New York, 1994]. Yet, to date, little is known about the extent to which content relating to these two important issues are incorporated into teacher education programs. In response to this gap, an exploratory study of early childhood teacher education programs was conducted to determine the nature of policy and advocacy content included in undergraduate and graduate programs in the United States. Public and private institutions, ranging in size from small four‐year colleges to large public universities, participated in this national survey. Results indicated that advocacy and policy content is incorporated in most teacher education programs in a varied, yet unsystematic, manner. Respondents also identified a range of current and needed resources to support advocacy and policy education as well as a number of barriers that impede incorporation of such content in their programs.  相似文献   

2.
ABSTRACT

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

3.
Abstract

Within the EU, answers and responses to detected issues and problems facing young people are regularly searched for within and through education and learning. The EU’s Structured Dialogue on youth is one of the consultation-based policy processes where education is often suggested as a solution and a highly relevant field of action helping to improve youth’s status and life. Using Foucauldian discourse analysis, this paper examines discourse about education present in selected policy texts and statements of various stakeholders and individuals active within the EU’s Structured Dialogue on youth. As an example, the first two phases of the fifth cycle of that dialogue are considered and examined, exploring perceptions of the dialogue and education and their role. The paper aims to explore the underlying political rationalities of education via which the field is governed and programmable realities created, while young people’s specific role and conduct is suggested and framed.  相似文献   

4.
Abstract

Collaboration between general and special education teachers has been viewed as important to the successful education of students with disabilities who are served in inclusive classes. The purpose of this study was to analyze and compare the perceptions of a national sample of general and special education teacher educators regarding their perceptions of actual and ideal emphases placed on specific collaborative roles in teacher preparation programs for general and special education teachers. The authors analyzed the data and found significant differences between teacher educator perceptions of the degree of emphasis actually placed on collaborative roles and the degree of emphasis that should be placed on these roles in teacher preparation programs.  相似文献   

5.
Abstract

This paper considers the way in which Christian Religious Education (RE) teachers articulate the difficulties and challenges they experience both in school and with their peers as they navigate their way through their Initial Teacher Education. The paper offers a unique exploration of the relationship between elements of the three discourses of faith identity, emerging professional identity and the requirements of a performative teacher training context. Semi-structured interviews were undertaken with 184 student RE teachers across three universities. It became clear that all students interpreted the Standards and policy guidelines ambiguously, as being value-laden or value-free. The idea of the ‘good teacher’ as someone who was, by very definition, neutral and objective immediately made the faith position of students problematic. This is a key point in relation to the notion of performativity and education and the disproportionate impact it made on Christian students. It appeared as though many Christian students were concerned to stress that although their faith was personally important for them it was not something that contributed to their understanding of a ‘good teacher’.  相似文献   

6.
Abstract

The article analyses initial teacher education (ITE) policy and practice in Aotearoa New Zealand over forty years. Central to the local ITE context was the incorporation of the ‘monotechnic’ colleges of teacher education into the university sector in the 1990s and 2000s, following New Zealand’s structural adjustments to the state education sector in 1989 and 1990. Policy ideologies of ‘marketisation’ and ‘professionalisation’ raised expectations of the abstract knowledge base and competencies that university-based teacher education graduates would acquire, while simultaneously degrading the rich immersion in cultural, curriculum and subject studies and learning by doing that were the hallmark of the former colleges. Indigenous staff and students arguably suffered most during the incorporation years. The final section looks to New Zealand’s future demographic, environmental and socio-economic imperatives and asks how ITE can be recast to enable teacher educators and beginning teachers to face the realities and challenges of the decades ahead.  相似文献   

7.
ABSTRACT

The articles in this special issue include different perspectives on comparative policy studies with an aim to understand transnational education policies in relation to the logic of national educational systems and to grasp the ongoing reframing of teacher identity and teaching as a result of the policy activities of ‘new’ and coordinated international actors. This special issue aims to contribute to a continued qualified investigation in curriculum issues at the various levels within the public education system, as well as in the international policy movements, affecting public education differently in different nations. A ‘comparative curriculum research’ inspired by theories and methods from comparative education might be helpful in this endeavour.  相似文献   

8.
ABSTRACT

A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done to teacher educators as opposed to something to which they can contribute and make a difference. In this article, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy.  相似文献   

9.
Summary

This article reviews recent progress in the reform of initial teacher education in England and Wales. The first part outlines the development of government policy, with particular emphasis on changes announced in the speech of Kenneth Clarke, Secretary of State for Education, to the North of England Education Conference in January 1992. The second part presents an analysis of the policy, identifying its roots and some conceptual and practical difficulties. Part three surveys ways in which provision of initial teacher education in institutions of higher education has been responding to internal and external pressures for change, with emphasis on developments since 1989. The final part makes proposals about the future direction of policy, arguing that there remain key questions to be addressed about the nature of teacher education, the process of change, and the relationship of teacher education to higher education.  相似文献   

10.
ABSTRACT

There is growing concern within the field of education regarding how the implementation of national frameworks based on the European Qualifications Framework displaces tacit and less traditionally formalized knowledge from policy. This issue is particularly salient concerning national frameworks that regulate early childhood teacher education, in which knowledge and competencies about caring are crucial, though under-articulated. The proportion of under three-year olds who participate in government subsidized early childhood education and care programs in Norway has risen from 37% in 2000 to over 82% in 2016. Amidst this historic rise, the word ‘care’ was removed from Norway’s most recent National Framework for Early Childhood Teacher Education. Whilst policy analyses generally focus on the content of policy texts, in this article, I examine the circumstances surrounding the curious disappearance of text, namely the key concept of care. Combining a Foucauldian concern with discourse with Malabou’s concept of plasticity, this article reports on a plastic discourse analysis of the removal of care from the newest framework for early childhood teacher education in Norway.  相似文献   

11.
ABSTRACT

Online teacher education is experiencing significant growth worldwide. One of the major challenges accompanying this growth is that many teacher educators find themselves underprepared and under pressure to design online teacher education courses that reflect their beliefs about what constitutes high-quality teacher preparation practice. Further, teacher educators in disciplines such as special education face additional challenges in developing understandings about the legalities of writing and implementing disability service plans and performing additional testing. In this self-study of online special education teacher education practice, two collaborators worked to identify strategies and practices for professional community building in a class about teaching reading to students with disabilities. The findings highlight issues of teacher educator authority and presence online against other needs to model collegiality and promote scholarly thinking. Researchers in online teaching may find insight into both the cognitive and contextual concerns as they work to enhance online teacher education while they plan their own investigations.  相似文献   

12.

This paper presents the results of an investigation of policy‐making (from 1872 to 1994) about teacher education in British Columbia, Canada. Its primary focus is threefold. First, it outlines the administrative structures established for the administration of teacher education. Second, it identifies the major issues and concerns considered by the major commissions and reviews of teacher education and the changes which have resulted over time. Finally, it distills the lessons which might be learned from the past. Major conclusions include: that a clearly articulated philosophy of teacher education has taken second place to the mechanics of teacher education; that political control sublimated the need for the development of clearly stated policy, and change over time appears to have been mandated by legislation rather than developed from local and institutional initiatives.  相似文献   

13.
《师资教育杂志》2012,38(1):19-34

Teacher educators in a post-apartheid South Africa are being asked to re-conceptualise and re-design their pre-service teacher education programmes to respond to new national policies on teacher education. A sample of teacher educators from various teacher education institutions was interviewed about their understanding, support for and implementation of the new policy and the problems they have faced in making it a reality. This article comments on the potential tension between reform through legislation and reform through personal and institutional vision-building.  相似文献   

14.
Abstract

Current education policy is oriented towards including children with special educational needs in mainstream classrooms. Hitherto they have been, on the whole, educated in special schools. Children with special educational needs include those who are physically disabled, those with learning difficulties and those with emotional and behavioural difficulties. It is the inclusion of this last group which is raising problems in mainstream classrooms. The article draws on psychoanalytic concepts in order to examine the reality of inclusion for three primary-age children with emotional and behavioural difficulties. Observational material is presented which shows the impact of inclusion policy on the children, their teachers and their learning support assistants. There is also discussion of the work of the behaviour support teacher, whose job is to reduce exclusions and help schools to become more inclusive.  相似文献   

15.
ABSTRACT

This article is the next chapter in the conversation about doctoral physical education teacher education (D-PETE) programs. The author challenges PETE faculty members to continue the dialogue started in this special issue about D-PETE programs.  相似文献   

16.

The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities.  相似文献   

17.
Abstract

Educational policy changes are intertwined with teacher education at multiple levels, affecting teacher educators in a variety of ways. Despite the different contexts, teacher educators in the United States and India must fulfill a variety of roles in order to meet the demands within those contexts. This qualitative study compared the cases of seven teacher educators in Iowa in the United States and seven teacher educators in Delhi, India on their common experience of mandated policy changes. Collaboration was found to be central in the teacher education policy implementation process in Iowa, USA and Delhi, India.  相似文献   

18.
《Quest (Human Kinetics)》2012,64(4):398-415
ABSTRACT

Physical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs.  相似文献   

19.
《Africa Education Review》2013,10(1):159-173
Abstract

This paper examines the prospects for improving teacher education and development in South Africa through the National Policy Framework on Teacher Education and Development (NPFTED). The key elements of the policy framework are critically analysed in terms of their limitations and their potential for improving teacher education and development as a crucial means to improve learner performance. The paper looks at the current realities in teacher education and development, the progress made and opportunities available, the identifiable gaps, and the proposals for closing the gaps. Possibilities and constraints in the current situation, as they are described in the NPFTED, are discussed. These include globalisation, the challenges facing a fledgling nonracial democracy, the legacy of skewed development under apartheid, current social inequalities, conditions in rural schools, declining recruitment trends, large mismatches between the supply and demand of teachers, HIV/AIDS and other diseases among teachers, the limits of the current planning, information and communication systems, and the situation in education faculties in higher education institutions. The paper concludes that the challenges are formidable, but that proper planning and synergisation of objectives and resources by government, higher education institutions, labour unions, the private sector and the public can contribute to significant improvements.  相似文献   

20.
ABSTRACT

This 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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