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ABSTRACTWhat 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
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B. Ives M. Alama C.L. Mosora 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):53-70
Background Budgets for teacher education programmes have been substantially reduced as a result of the global economic crisis. Purpose The purpose of this study was to compare the teacher education budget cutting processes and procedures for universities in Romania versus one university in the United States. Sample The data were collected from six Romanian universities that all have teacher education programmes. These universities represent the range of higher education quality in the country as indicated by their publication rates. Data from these universities were compared with those from the University of Nevada, Reno (UNR). UNR is the flagship university in the Nevada System of Higher Education, and Nevada has been harder hit by the recent global economic crisis than any other state in the United States and cuts to teacher education there have been substantial. Design and methods Data about the budget cutting processes and decisions in the teacher education programmes of six Romanian universities were collected through an electronic survey. These data were compared with the processes and decisions made at the UNR. Results The budget cutting processes in Romania were less transparent, and involved less input from stakeholders such as faculty and staff. Most decisions were made at a higher level of authority in Romania, and cuts in Romania were more likely to be across the board rather than more strategically targeted as they were in Nevada. Conclusions These differences are discussed in terms of the historical legacy of structures and policies in Romania, and the resistance to reform inherent in those structures and policies. 相似文献
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The authors argue that teacher education reform is becoming increasingly aligned to the imperatives of the capitalist marketplace. They describe current initiatives in California that attempt to reclaim schools and teacher education as sites for democratic socialist struggle. 相似文献
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Conra D. Gist 《The New Educator》2017,13(3):288-303
ABSTRACTThis study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator’s and teacher candidates’ of color teaching and learning experiences in a semester-long course revealed the following: (a) The teacher educator’s culturally responsive content was characterized by resistance, revelation, and support and (b) culturally responsive teacher educator pedagogy involved instructional approaches of modeling change and building community. Implications for culturally responsive pedagogies in the teacher education classroom and professional development are explored. 相似文献
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AbstractEducational 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
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Lazar Vlasleanu 《Educational Media International》2013,50(3):120-124
Abstract This paper deals with four aspects of teacher training in educational technology:
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general information on the education system in Rumania
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teacher training in the utilization of educational media
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teacher training with a view to the improvement of teaching‐learning systems
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teacher training in the new information and communication technologies
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ABSTRACTThis paper adopts an inductive analytical approach to reviewing the major state policies to reform teacher education in China. Based on the perceived impact on teachers and teacher education, 21 policy documents have been selected for this review. Five themes emerge in the analysis, which include: Expansion of teacher education by institutional diversification; structural changes through upgrading, merging and eliminating institutions and school; innovations on modes of teacher preparation, curricula and teaching practicum; certification and examinations; and strengthening teacher supply for the rural schools. The paper also analyses the contextual and systemic factors that affect the formulation and implementation of reform policies in teacher education and critically reflect the effect of these policies on Chinese teacher education. 相似文献
8.
《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
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Jennifer Chung 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):207-219
AbstractBackground: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform. 相似文献
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Sarah J. Carrier Ashley N. Whitehead Temple A. Walkowiak Sarah C. Luginbuhl Margareta M. Thomson 《International Journal of Science Education》2013,35(13):1733-1754
ABSTRACTThe purpose of this qualitative study was to investigate the contributions of pre-service teachers’ memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants’ identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research. 相似文献
11.
BackgroundSchool dropout is a serious issue with high individual and societal costs. Although numerous risk factors have been studied, those related to the proximal learning environment have mostly been neglected.AimIn this study we tested whether a feature of the learning environment, i.e., students’ perception of being treated fairly by teachers, could reduce their intention to drop out.Sample547 9th grade students (56% male, 94% born in Italy, Mage = 13.92).MethodParticipants answered a questionnaire on teacher justice and intentions to drop out at the beginning (T1), middle (T2) and end (T3) of the school year.ResultsA latent growth model indicated that intentions to dropout increased over time and perceptions of teacher justice had a negative association with the increase both at T2 and T3, even after controlling for gender, nationality, motivation, and perceived learning difficulty.ConclusionThese findings suggest that teacher justice can play a relevant protective role against early school leaving. 相似文献
12.
Richard W. Burkhardt 《The Teacher Educator》2013,48(3):3-5
When your student teacher is planning instruction, you might ask him to state his objectives in behavioral terms. Such statements may make the lesson more meaningful to both the student teacher and his pupils. 相似文献
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AbstractIn previous studies on classroom emotional climate (CEC), factors related to teacher’s working conditions have rarely been included. Thus, in the current study, we examined associations between supervisory support, teacher burnout and CEC, and whether pupil teacher ratio (PTR) moderated this association, applying a randomised-control trial design. Participants were students from 300 classes at the end of grade 1, and 300 teachers. Structural equation modelling (SEM) revealed significant relations between supervisory support and teacher burnout and between teacher burnout and CEC. Supervisory support was indirectly related to CEC through teacher burnout. Finally, PTR moderated the association between teacher burnout and CEC. 相似文献
14.
Michael J. Lichtenstein Linda A. Pruski Carolyn E. Marshall Cheryl L. Blalock Yan Liu Rosemarie Plaetke 《Educational gerontology》2013,39(7):541-561
ABSTRACT This study tested the effectiveness of 2 dissemination methods for the Positively Aging® teaching materials. In San Antonio, Texas, 4 middle schools participated in a 3-year controlled trial of dissemination via distance electronic support alone (control) compared to distance electronic support plus in-school support from study staff (intervention). Web site and classroom utilization of lessons were tracked. The results demonstrated that in-school staff support was necessary to disseminate these materials. Potential dissemination barriers included competition for instructional time with other curricula, teacher variability in teacher computer use, teacher and student turnover, and the effects of mandatory testing on the educational process. 相似文献
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《师资教育杂志》2012,38(2):149-159
The effectiveness of a dyadic relationship between student teacher and individual child, referred to as 'mentoring', is examined. Interviews between student teacher and teacher educator revealed that student teachers benefited from the experience in their understanding of children, especially those at risk. They also improved interpersonal and teaching skills. These effects could be enhanced by supervisor guidance. 相似文献
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Terry Haydn 《School Leadership & Management》2013,33(4):415-439
Survey data from an achieved sample of 1818 teachers and 6490 students in one large Canadian school district were used to explore the relative effects of principal and teacher leadership on student engagement with school. Results demonstrated greater effects on student engagement of principal as compared with teacher sources of leadership. The effects of principal leadership were weak but significant, whereas the effects of teacher leadership were not significant. Both forms of leadership were mediated by many of the same elements of the school organisation. 相似文献
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Kenneth Dover 《牛津教育评论》2013,39(3):243-247
ABSTRACT Universities in England and Wales have played a substantial role in teacher education for nearly a hundred years. Throughout this period their involvement in teacher education has been seen as a threat to the universities’ claims to status and autonomy. As a result the universities have regarded teacher education with ambivalence, an ambivalence which can be traced from the report of the Cross Commission in 1888 to the setting up of the Council for the Accreditation of Teacher Education in 1984. 相似文献
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A case study of a contemporary secondary school English teacher is presented and compared with prior research about teacher planning. Drawing on his rich content knowledge, this teacher's long-range pre-active planning is his major form of planning when he develops interconnected themes for the course, selects literature, and develops curriculum materials for it employing technology. Because this case differs substantially from prior research, a call is made for more studies of teacher planning. 相似文献