共查询到20条相似文献，搜索用时 15 毫秒
1.
Terry Volbrecht 《Studies in Continuing Education》2013,35(1):13-27
This article reflects on some of the findings of a research project which investigated the practice of Recognition of Prior Learning (RPL) within a major national teacher upgrading project in South Africa – the National Professional Diploma in Education (NPDE). The article analyses the ways in which a range of contextual factors have positioned RPL within the NPDE curriculum. Rather than support evaluations of RPL in the NPDE which have argued that RPL should be prior to rather than within the curriculum, the article uses and critically examines a theorized typology which characterizes RPL as ‘credit-exchange’, ‘developmental’, ‘radical’ and/or ‘Trojan horse’ to show how RPL in the NPDE has combined elements of these approaches in a distinctive way. The article suggests that the ‘Trojan horse’ model may provide the best framework for the use of RPL in linking qualifications-led professional development of practising teachers with other forms of continuing professional development. In conclusion the article reflects on how Trojan horse RPL could be included in critical engagement with the new national framework for teacher education and professional development. 相似文献
2.
Nick J. Gozik 《Compare》2012,42(1):5-25
Schooling is widely considered to be vital to the development of modern nation-states, yet little is known about how teachers might go about transmitting national culture within schools. Using the case of history–geography lycée teachers in the French overseas department of Martinique, this article makes the argument that teachers’ professional identities must be taken into account when considering the ways in which teachers implement curricula and understand their role in passing on national and other collective identities to students. Through local-level research in schools – comprised of interviews with teachers, school administrators, local officials and others, classroom observations and archival research – it becomes evident that teachers on the island, as elsewhere in France, enjoy considerable autonomy in implementing curricula. By training students to think critically, teachers encourage students to consider new meanings of ‘French’ and ‘Martinican’ identities on an everyday basis. 相似文献
3.
Since 2009, the Swedish Government uses an ‘audit’ agency – the Swedish Schools Inspectorate – to monitor and assess the accuracy with which teachers grade student responses on national tests. This study explores the introduction and subsequent establishment of the Inspectorate’s regrading programme as an example of political management of the tensions between competition and equity inherent in neoliberal regulatory regimes. The programme is considered a case for examining contemporary policies and discourses on fairness and government actions undertaken to resolve issues of unfair assessment and safeguard students’ rights. Work of Carol Bacchi forms part of the theoretical background for the investigation of problem representations around and within the programme. The article demonstrates how discursive practices in the fields of government, audit and media have worked to frame teachers’ assessments as incorrect, unfair and as jeopardizing the credibility of the grading system, thus justifying increased central control and authority over teacher assessments. As such, the regrading programme contributed to increased mistrust in teacher professionalism. A legal discourse is identified, and we argue the examination system is being juridified where the abundance of control over knowledge risks turning into a deficit of that same knowledge. 相似文献
4.
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
5.
Effie Maclellan 《Teaching Education》2013,24(4):411-428
Against a background which recognises pedagogical content knowledge as the distinctive element of teacher competence/expertise, this theoretical essay argues for its central construct – that of transformation – to be understood by teachers and teacher educators in psychological terms (as was originally proposed by Dewey). Transformation requires teachers to fashion disciplinary knowledge such that it is accessible to the learner. It is argued that for transformation to happen, teacher thinking must include a sophisticated grasp of cognition and metacognition if teachers are to be characterised as competent, let alone expert. This article is written within a context of considerable social and academic scrutiny in the UK of the form and content of professional teacher preparation and development. In recent years, the contribution of psychological knowledge to teacher education has been filtered through procedural lenses of how best to ‘manage classrooms’, ‘assess learning’, ‘build confidence’ or whatever without a matched concern for psychological constructs through which such issues might be interpreted; thus, leaving teachers vulnerable in their professional understandings of learning and its complexities. That society now requires high-level cognitive engagement amongst its participants places cognitive and metacognitive demands on teachers which can only be met if they themselves are conceptually equipped. 相似文献
6.
Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority 总被引：1，自引：0，他引：1
The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the ‘theory-practice’ gap. 相似文献
7.
Luigina Mortari 《Teachers and Teaching》2013,19(5):525-545
The notion of reflection has become an object of attention in education, but the research on this topic is often reduced to mere reflective practice. A relevant part of educational literature portrays reflection as a wholly beneficial practice for practitioners, but also for researchers. In the nursing field, in particular, reflection is largely practised and deeply examined. Reflection is specifically encouraged in teacher education, where ‘how-to’ manuals are widely used to explain strategies for turning teachers into reflective practitioners. In some cases, a specific kind of reflective approach is proposed, such as critical reflection. From the analysis of this technical literature, I observe that a wide range of approaches for fostering reflection have been applied, but little research evidence shows how effective these approaches are. Taking this problem into account, this article presents a research study on reflection. It first introduces a specific and unusual concept of reflection – that of phenomenological conception – and then goes on to develop an empirical investigation that enacts a phenomenological method of inquiry and is aimed at exploring the potential of the use of journal writing as a tool for enhancing reflection, and documents the data that emerged. The research was developed in a university context where the student teachers were asked to ‘reflect on the life of the mind’, in order to learn how to take a reflective stance. The student teachers wrote entries in a reflective journal in which they were requested to describe the lived experiences of the mind as they came to their reflective attention. The data emerging from the experience were made sense of through a qualitative method of analysis. The findings of the research are useful for designing an effective method for enhancing reflective practice. 相似文献
8.
This paper engages with key contemporary debates about teaching and teacher education through proposing an innovative, interdisciplinary model, the Place Model, which uses two senses of ‘place’ to provide comparative lenses for a timely, a-priori examination of the place of the teacher: place in the humanistic geography tradition as a process – a cumulative, career-long professional learning journey – and, also, place in the sociological sense of teacher status. This article considers a range of international literature before speculatively ‘populating’ the model with a range of examples in a way which raises important questions about conceptions of teachers across the globe, and provides an alternative and original vision of the profession. 相似文献
9.
Teng Huang 《Teachers and Teaching》2016,22(8):947-964
The three aspects of teacher change – ontological, epistemological, and sociocultural – are traditionally regarded as independent. Usually only the epistemological aspect is highlighted in formal teacher education. In this paper, I argue that a holistic and interdependent view of these aspects is needed. Thus, this paper aims to explore the process of teacher learning from a holistic perspective. Through deliberative discussions and selection, 13 ‘good’ teachers were interviewed in this study. The findings indicate that there may be a two-stage pattern (the II-VA model) that describes two different sorts of teachers. The first sort refers to those teachers who developed strong identities before beginning their teaching service and who tended to have a clearer educational vision which had a direct impact on their practices and professional development. As for the second sort, the teachers’ identities were vague in their first years of teaching, but their professional identities gradually developed within the referential community with affective and professional functions. These stages imply that we should replace ‘abstract theory’ with ‘subject reflection’ in the center of teacher education. Three kinds of reflection (theory-rationale, identity-integration and vision-accomplishment) are thus identified from a holistic view of teacher change. 相似文献
10.
This study explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative ‘critical incidents’. The study posits that reflections on critical incidents are often not ‘critical’ in nature. They more frequently result in counterfactual thinking processes which leads to a counterfactually mutated outcome congruent with one’s initial beliefs. To explore this issue, the study examined a collection of school placement reflections (n = 180) from a cohort of initial teacher education students on a 4-year B.Ed programme in the Republic of Ireland. The data revealed that, where present in the student teachers’ reflections, critical incidents of a negative nature did invoke counterfactual thinking. These counterfactually mutated scenarios and actions tended to draw on quite traditional views of teaching and tended to reinforce the idea that teachers should be authority figures. The study discusses some of the factors, specific to teacher education, that increase the likelihood that counterfactually thinking is invoked and raises questions about current practice in teacher education that contribute to this. 相似文献
11.
Christine Skelton 《Gender and education》2007,19(6):677-690
An examination of gender discourses within New Labour education policy on the preparation of students for a career in teaching in the UK reveals a contradictory yet, at the same time, complementary position. In the guidelines outlining the Standards that a prospective teacher has to achieve, the ways in which gender informs pupils’ educational opportunities is ‘played down’ in that it is not addressed directly. Rather ‘gender’, along with ethnicity, social class, disability and sexuality is embedded within the broader concept of ‘diversity’. At the same time, gender is foregrounded in education policy on the recruitment of teachers with the drive by the Training and Development Agency to encourage men into primary schools. This article explores these tensions and relates these to the published research on the experiences of male primary teachers. It concludes by arguing for a recognition of student/practicing teachers’ real concerns regarding the gender issues which influence and inform their professional choices and careers rather than those set by the Government agenda. 相似文献
12.
Karl D. Hostetler 《Educational Philosophy and Theory》2016,48(2):179-190
In this article, I aim to vindicate the belief that many teachers have that their intuitions, insights, or perceptions are legitimate—and indispensible—guides for their teaching. Perceptions can constitute knowledge. This runs counter to some number of views that emphasize ‘reflective practice’ and teachers as ‘reflective practitioners.’ I do not deny that reflection can be important, but it is a derivative task, dependent on teachers being the ‘right sort of subject,’ having the ‘right orientation’ to their work, at the service of achieving that orientation. That orientation is a matter of virtue, where virtue is manifested in the capacity to read situations correctly for what is required to serve persons’ welfare, for them to do well. This entails that good teaching is more experienced-based than research-based. Ultimately, it is life experience that provides for teachers’ ability to see well. 相似文献
13.
Nathan D. Brubaker 《Teaching Education》2013,24(2):222-246
Understanding teacher educators’ reasoning about critical moments in negotiating authority can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about critical moments in negotiating authority, particularly in teacher educators’ practices. The purpose of this study was to examine, using self-study methodology, a teacher educator’s assumptions and perspectives about purposefully and explicitly negotiating authority through grading and accountability processes in an undergraduate teacher education course. From a critical pedagogical lens – concerning the intersection of classroom power relations, democratic citizenship, and student growth – the findings suggest that seeking legitimacy through consensual acceptance, responding to students’ expressed interests, and constructing knowledge through continual questioning present potential frameworks for constructing purposeful pedagogical partnerships consistent with democratic aims in teacher education. 相似文献
14.
David Lewkowich 《International journal of qualitative studies in education》2016,29(6):745-762
This article explores how a reading group of pre-service teachers responded to the endings of three contemporary young adult texts and what such responses may imply about the interpretive preferences of teacher education. Set in the context of a Faculty of Education at a Canadian university, and using the lens of psychoanalytic theory, this article considers the kinds of thoughts that pre-service teachers appear to privilege, and what such privileging – here symbolized through feelings of frustration and satisfaction in the creation of literary meaning – may imply about the structures and desires for authority and certainty in teacher education. 相似文献
15.
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
16.
17.
The battle hymn of the activist teacher: Taiwanese school teachers’ resistance to curriculum changes
Cheng-Yu Hung 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):573-586
ABSTRACTThis article challenges the simplistic and reductive image of Taiwanese schoolteachers, and reveals their actions of resistance during the turmoil of the recent curriculum reform controversy. Despite the fact that teachers are not usually portrayed as progressive and revolutionary agents, in the face of the disputed curriculum revision in 2014, some Taiwanese teachers came forward to oppose its implementation through demonstrations, hunger strikes, and litigation. The wider public's attention to this issue and ensuing student movement can be attributed to these teachers’ pioneering activism. By means of interviewing 12 teachers, this article explores activist teachers’ political self-efficacy, the creation of their pressure groups, and their apprehension about fighting against the authorities. The recording of this teacher-initiated social movement demonstrates ‘teachers as activists’, and hopefully will inspire educators not to limit their influence solely to the classroom. 相似文献
18.
Education systems around the world need to recruit highly motivated individuals to become teachers and prepare professionally competent teacher education graduates to take up these broadened and deepened roles and responsibilities with a deep and lasting engagement to the profession. This article reports on a mixed-methods study that examines types of teaching motivation in relation to various facets of professional competence and planned engagement in future teaching. One hundred and thirty-two student teachers of a postgraduate diploma in education programme participated in the quantitative survey of whom seven were interviewed. The quantitative data analysis shows the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence, with ‘intrinsic–multifaceted and stimulating job nature’ as the most distinctive type of teaching motivation. To complement the quantitative findings, the qualitative data analysis reveals two professional orientations of the ‘intrinsic–altruistic motivation constellation’, namely (1) student-centred orientation and (2) subject-centred orientation. In addition, three types of professional development aspirations are identified: ‘classroom engaged careerists’, ‘highly engaged persisters’ and ‘pessimists’. The study provides insights into the design of appropriate ITE practices to support professional learning in the light of student teachers’ motivations. It also suggests the importance of matching career opportunities and beginning teachers’ professional development aspirations and supporting ‘pessimists’ in the face of the stringent job market. 相似文献
19.
Steve Birkinshaw 《British Journal of Religious Education》2015,37(1):83-102
This article argues relational consciousness of Self and Other is influenced by multiple significant relationships – what are termed ‘Spiritual Friends’. The research on which this article is based explores the spirituality of children within the context of British urban secondary education, and identifies significant relationships in shaping spirituality. The importance of formative and current spiritual relationships is considered through the perspective of practical theology, as well as research seeking to hear the child’s voice, and reflections on spirituality and its expressions. The researcher considers relational consciousness to be the core of spirituality, and reflection on the data is guided by Hay’s categories of Child-Self and Child-Other (including Transcendent) consciousness, and movement towards the Unity of Self and Other. The article claims Spiritual Friends are found in three significant areas: parents and carers, teachers and authority figures, and social (or conventional) friendships. Of these the data show social friendships are the most valuable to the children, and argue technology and social media play an important role in sustaining these relationships. In light of these findings, further investigations are suggested. 相似文献
20.
Anna-Lena Østern 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):73-90
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school. 相似文献