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1.
The use of autobiography in the development of teacher identity can lead to a deeper critical examination of how issues of race, social class, gender, and gender identity affect experience and worldview. This path can helps future teachers become more attuned to the issues they will confront in their classrooms. In this speech, the author shares her own personal experiences to illustrate this aforementioned point. She shares her educational autobiography and highlights those educators who helped shape her educational practice and the relationship she has with her students.  相似文献   

2.
ABSTRACT

What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.

Abbreviation ITE: Initial Teacher Education ITE  相似文献   

3.
Abstract

Teachers in England have always been watched; only more recently have they been surveilled, with senior leaders, peers, students and stakeholders all collecting performance data. Yet surveillance in schools and colleges increasingly relies on watching the self, with teachers voluntarily participating in their own surveillance, making their practice visible for easy consumption by interested parties. This article builds on previous work on the surveillance of teachers to argue that this ‘conspicuous practice’ represents a convergence of surveillance and consumerism, with teachers being recreated as commodities and their own marketing agent, embodying the entrepreneurial self to maximise employability. Through social media such as Twitter and LinkedIn to exploiting open plan learning spaces, teachers engage in conspicuous practice for three main reasons: from fear, to avoid sanction; as a result of acculturation into commodified environments; as a means of routine resistance, employing the dramaturgical self for personal gain, to avoid work or re-appropriate professionalism.  相似文献   

4.
ABSTRACT

Using the notion of structure of feeling by Raymond Williams, this article seeks to illuminate an ideological understanding of Korean English teachers’ anxiety and deep sense of insecurity in English language teaching (ELT). Through a discussion of how their anxiety is grounded deeply within unequal social relations and how they reframe their anxiety through critical reflection on the cultural and ideological bias of their own anxiety, it points out the intricate relationship between ideology and emotion; teachers’ emotions are shaped by dominant ideologies that constitute the social structures constraining their position as teachers, while their engagement with those emotions also enables their self-transformation towards gaining confidence as teachers. The results of the study emphasise the tension between social structure and agency in teachers’ emotional experiences and discuss implications for teacher education and development.  相似文献   

5.
ABSTRACT

Using the Israeli case, our study delves into teachers’ and students’ notions of social justice, exploring how they are shaped by both world culture trends and local conditions. We first identify social justice notions in the world culture perspective and Israeli society. Then, we empirically examine how these notions are understood by educational agents – teachers and students – across sectors that mirror Israeli society’s major divide: Jewish and Arab-Palestinian. Findings suggest that educational agents and ethnonational affiliation play a major role in recreating national heritages and the different ways in which they understand social justice their lives.  相似文献   

6.
Abstract

In this article I attempt to engage with Charlotte Brontë as both a teacher and a philosopher. In her depiction of two impoverished gentlewomen as teachers Brontë is, as is often pointed out, drawing on her own history, but she is also exploring two conflicting contemporary philosophic notions: the romantic ideal and the ideal of rationality, as they are played out in the lives of women. Brontë uses the plot device of taking her teachers into new environments, from where as strangers they can report to the reader on the conditions they experience. But the teachers are also strangers in the teaching environments of their employment and, moreover, as individuals are stripped of all familial and social support. While her pedagogic strategies may not be appealing to twentieth century tastes, Brontë and her creations still have something to say about the issues, choices and constraints faced by young and inexperienced teachers, and the available subject-positions teachers may construct for themselves as they grapple with their own foreignness in their classrooms or other teaching situations.  相似文献   

7.
《师资教育杂志》2012,38(1):9-24

This paper addresses the general question of why teachers teach in the way they do. Data collected from Egyptian science teachers both in the UK during an in-service course and on their return to Egypt are reported. The teachers' evaluation of which in-service experiences they thought of most use is contrasted with the changes they were able to bring about in their own teaching on return to Egypt. Follow-up interviews and classroom observations in Egypt showed the teachers to be frustrated in introducing even limited changes to their practice. This paper proposes that Schön's notion of the reflective practitioner may not be suitable for modelling a mechanism of change in classroom practice for all teachers. Teachers in developing countries, with educational systems that Beeby characterises as mechanical or untrained, are more constrained than the notion of the reflective practitioner allows.  相似文献   

8.
Abstract

In this paper, we propose a framework to help educational developers navigate the now vast literature on threshold concepts, so that they may effectively support university teachers in their work to embed threshold concept knowledge into courses and programs. This research- and practice-informed framework consists of seven principles and seven clusters of activities. It includes an ‘actionable literature review’ – a distillation and synthesis of threshold concept-related knowledge that can be acted upon and adapted in a variety of settings by educational developers and teachers.  相似文献   

9.
ABSTRACT

Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers’ narrative accounts of their experiences with science over the course of their lives. Our findings identify components of teachers’ science-related experiences in order to lay the groundwork for making connections between teachers’ personal experiences and professional practice. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice.  相似文献   

10.
Important developments in the Danish political situation are described. Emphasis is upon the relations between changes in politicians’ understanding and how the emergence of what has been called the ‘Responsive State’ might influence schooling and teachers’ work. Three changes of educational policy in Denmark are particularly relevant: (1) since 1991 a new system of govemment for schools; (2) an agreement, signed in 1992, redefining the contractual status of teachers; (3) a new school act of 1993, operational since August 1994, designed to reform the broad aims of the schooling System and the design and content of the curriculum. Broader political trends to these particular policy shifts are reviewed and discussed. They can be seen as a heavy attack on teaching as a profession; they seek to increase the influence and power of parents and politicians at the level of the local community and reduce further the influence teachers have on their own work. It is important to consider these policies against a consideration of how teachers themselves perceive and define their conditions of work. Three investigations are presented. Teachers are concerned about: (a) democratic educational values, (b) their students and their own qualifications, and (c) relations with parents to whom they feel accountable.  相似文献   

11.
ABSTRACT

This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies.  相似文献   

12.
Background and purpose: Many researchers agree that teachers’ learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the study presented in the article was to develop knowledge about the teachers’ learning when taking part in a school-based development project. Main argument: The study shows that it takes some time before the teachers identify with the work in school-based development. Even though the national authorities decided what to focus on during the development work, the participating teachers felt that they had autonomy in the work. The study presented in the article shows that it is important for the teachers’ learning culture that they are listened to and taken into consideration and that the leaders have competence in leading school-based development to support the teachers’ learning. Sources of evidence and method: The article is based on a study connected with school-based development in three lower secondary schools. Qualitative interviews were used as the data-collection strategy to capture the teachers’ and school leaders’ experiences and reflections. Conclusion: The article presents new knowledge connected with teachers’ learning in school-based development. The study presented in the article shows that schools’ learning culture can make a difference for the teachers’ learning and their job satisfaction and wellbeing.  相似文献   

13.
《Africa Education Review》2013,10(1):131-143
Abstract

In an environment of comprehensive reformation, teachers report to having high levels of work-related pressure and stress. They are expected to attend courses where they learn how to implement change but there is no mechanism to help them cope with this changeinduced stress. The purpose of the study reported in this article was to examine elements of emotional-social intelligence that could perhaps indicate ways in which teachers can learn to cope with change. Using an instrument based on the Bar-On model of emotionalsocial intelligence it was found that teachers have low self- and social awareness coupled with insufficient self-management skills. On the whole the general mood is not positive enough to be optimistic and sufficiently self-motivated to set and pursue goals in order to be successful teachers. The results of the research indicate that there is a need to create mechanisms by which teachers can be trained and through which they can increase their own self- and social awareness, thereby improving their general mood and motivation.  相似文献   

14.
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15.
Background: Policymakers’ use of high-stakes exams to improve students’ academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts combined with their experiences in their own classrooms affect novices’ induction into the field of teaching has not been fully examined. Aim: This article presents findings from an investigation into the experiences of two first-year teachers who were educated and trained to be teachers in the same high-stakes education system in which they taught. It examines how these first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. Methods: This qualitative case study centers on the experiences of two first-year teachers working in the same high-stakes standards-based accountability teaching context in which they were educated – the case. This study provides insight into the issue of how novices’ familiarity with high-stakes reform combined with their experiences in their own classrooms impacts their conceptions of their teaching and their tenure in the field. Outcomes: The findings from this case study reveal how policymakers’ high-stakes reforms impacted the development of these novice teachers in significant ways. Not only did they have to learn how to teach as they taught, but they also had to ensure they were teaching all of their students to pass the high-stakes exams. Their varied experiences also demonstrate how these high-stakes exams can ‘test’ beginning teachers out of the classroom. Conclusions: These findings demonstrate that first-year teachers’ familiarity with policymakers’ high-stakes reforms is not enough to prepare them for the expectation that they immediately improve students’ academic achievement on high-stakes exams. Such findings not only challenge what it means to be a educator in these contexts, but they also shed light on how larger political and economic forces impact the teaching and tenure of novices. To support new teachers, teacher educators and mentors should rethink the education and induction processes while helping novices understand as well as prepare for the role context plays in their teaching and development as professionals.  相似文献   

16.
Abstract

Social work, like other disciplines, has long used case studies as a (1) methodological approach to communicating a body of knowledge, and (2) as a tangible means to acquaint students with archetypical applications of realistic conditions. In social work, one required course sequence enhanced by case study assessments is Human Behavior and the Social Environment (HBSE). This paper describes the author's use of another social work professor's controversial and sensitive autobiography, To Ascend into the Shining World Againto instruct graduate students in HBSE courses. In his non-fictional account, the social work professor recalls the time when, during his own youth, he killed a teenager in 1967. The author recounts the way in which she incorporated the professor's story as a focus for analysis at The Ohio State University and how it was similarly examined in a course at the University of Louisville.  相似文献   

17.

In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.

However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London.  相似文献   

18.
Reviews     
In Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative, Florio‐Ruane and deTar present an account of their investigation of the use of autobiography and the role of conversation in teacher education. To facilitate rich autobiographically‐focused teacher‐to‐teacher conversations, Florio‐Ruane draws on a book‐club format. As a veteran primary‐grade teacher who has worked hard to enact culturally‐informed, child‐responsive literacy practices in the classroom, as a teacher educator who advocates the use of autobiography as a site for teacher learning, as a curriculum theorist who sees autobiography as a rich source of both curriculum theory and curriculum practice, and as a researcher who witnessed first hand the power and potential of the ‘book‐club’ model for teacher professional development, I found Teacher Education and the Cultural Imagination both engaging and informative. In the essay that follows, I discuss the significance of this new book in terms the enduring realities in US education. I also situate the book within the educational literature concerning autobiographical‐based curriculum inquiry, and, finally, I link Florio‐Ruane's new book to my own research on the professional lives of teachers working under intensified conditions of educational accountability.  相似文献   

19.
《牛津教育评论》2013,39(3-4):483-494

If it is true that educational research should not merely offer us better understandings of educational processes, but also offer us suggestions for good practice by ascertaining 'what works' most effectively in diverse contexts, then there are potentially four ways in which such research could be of use to those engaged in teacher education. This paper explores three of them-those which it argues are of most use to teacher educators. From research into the processes of teaching and learning we have learned a great deal about the complex nature of teachers' expertise and the extent to which it is determined by highly specific contexts. In seeking to understand more about the processes involved in learning to teach we have come to recognise the strength of the personal agendas that beginning teachers bring with them and the active role they play in negotiating their own learning. On this basis research offers teacher educators a number of suggestions for good practice: about the ways in which we should expect beginning teachers to make use of research-based generalisations; about how we can help them gain access to the wealth of expertise embedded in the practice of experienced teachers; and about how we can encourage them to subject their own preconceptions to serious critical evaluation.  相似文献   

20.
This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice teachers in experiences that foster critical consciousness and cognizance of their own socialization. For the assignments, students were first asked to describe key moments in their educational experience in the form of a multimedia submission and reflection. After a semester of critical discussions and readings, students were then asked to revisit their initial projects and critique those using course concepts. In addition, they were prompted to include plans for themselves as future social justice educators. In this article, we analyze those student submissions, and we find that many reached new conclusions about social justice topics such as race and gender, critiqued personal and social artifacts, and recognized the connections between privilege and meritocracy. Despite the limitations in class size and structure, we affirm the potential value of a multistage autobiography assignment. We also explore instances of student resistance, wherein students avoided the assigned task and our requirement for self-reflection. We conclude by offering implications for teacher education and posit considerations for future adaptions of the assignment, including the necessity to engage students in opportunities to take social action and to move beyond critique.  相似文献   

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