共查询到20条相似文献，搜索用时 15 毫秒
1.
Donna Kalmbach Phillips 《Gender and education》2012,24(2):159-175
This study employs Foucualdian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing ‘homosexuality,’ ‘education’ and ‘teacher’ in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses found in newspaper stories involving teachers and public schools that address conflicting views of homosexuality. The macro context analysis indicates two binary teacher subject positions: martyred (unemployed) teacher/silent (employed) teacher and sophisticated teacher/unsophisticated teacher. The micro context analysis is of preservice teachers' responses to And Tango Makes Three, a picture book by Richardson and Parnell. This analysis demonstrates how preservice teachers take up and negotiate teacher subject positions found in the macro analysis. Combined, the analyses allow the researchers to consider how preservice teachers' performances of teacher subjectivity open up possibilities for re-imagining new teacher subject positions and what this might mean for the practice of teacher educators. 相似文献
2.
Dorothea Anagnostopoulos Thomas Levine Rene Roselle Allison Lombardi 《Teaching Education》2018,29(1):61-80
University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their university and K-12 colleagues. Drawing on Engeström’s expansive learning theory and our own efforts to redesign our teacher education program along a practice-based teacher education model, we delineate a conceptual framework and illustrate how it supports the organizational learning necessary to enact change in university-based teacher education. The expansive learning redesign framework specifies conceptual tools and social practices to guide, enact, and sustain university-based teacher education redesign. It acknowledges the multi-organizational nature of university-based teacher education and provides tools for engaging K-12 educators in the redesign of teacher education. 相似文献
3.
Leena Krokfors Heikki Kynäslahti Katariina Stenberg Auli Toom Katriina Maaranen Riitta Jyrhämä 《Teaching Education》2013,24(1):1-13
In this article, we examine teacher educators’ views on research‐based teacher education. Finnish research‐based teacher education has four characteristics: (1) the study programme is structured according to a systematic analysis of education; (2) all teaching is based on research; (3) activities are organized in such a way that students can practice argumentation, decision‐making and justification when inquiring about and solving pedagogical problems; and (4) the students learn formal research skills during their studies. According to the results, teacher educators appreciate the research‐based approach to which the university is committed, although they were sceptical about how well this vision transfers to the students. 相似文献
4.
5.
Marie Jedemark 《课程研究杂志》2019,51(3):420-436
This article aims to highlight how a scientific and critical approach is used in assessment dialogues during the last period of a practical, school-based teacher education programme. The result is based on 13 assessment dialogues conducted in a course at a Swedish university, where one of the course objectives is to, ‘in a scientific way, analyse teaching situations based on learning theories’. The assessment dialogues were analysed drawing from Bernstein’s concepts of ‘classification’, ‘framing’, ‘horizontal knowledge’ and ‘vertical knowledge’. The result shows that only in a minority of the assessment dialogues are students expected to use theory as an analytical tool and to critically examine their teaching practice. The theory is used in a more instrumental way to legitimize what is considered the ‘right way’ to teach. One conclusion is that the critical tradition of academia is seldom observed despite being clearly stated in the learning goals. The link between general academic knowledge and more school-based contextual knowledge is often missing or not made visible by the students or the teacher educators, and normative content is still clearly prominent. 相似文献
6.
This study documents our efforts to implement an ‘ethic of discomfort’ and a ‘pedagogy of discomfort’ in our undergraduate multicultural teacher education courses. Commitments to these moral imperatives inherently involve emotional work for teacher candidates and teacher educators. Such emotional work, particularly in academia, is often invisible and disincentivized. This study examines the following: (1) grappling with students’ emotional reactions that stem from discomfort, (2) engaging in public emotional discourses, (3) negotiating the political dimensions of teaching diverse students, and (4) remaining emotionally available to students as they work through these ideas in their own lives. The implications of this study address the types of preparation and support teacher educators need to facilitate the transformative potential of a pedagogy and an ethic of discomfort. While pre-service teacher education is considered a safe and productive learning space for students to be discomforted, questions are posed regarding the safety for pre-tenured teacher educators involved in this process. We offer a typology of emotional work from a teacher educator perspective in teaching multicultural education. 相似文献
7.
Although teacher education has undergone radical reforms in many jurisdictions, who teacher educators are, their lives, and their work, continue to be a somewhat underexplored area internationally, while remaining a ‘secret garden’ in the Irish context. In order to address this lacuna in Irish research, this paper adopts a life history, phenomenological approach to the exploration of teacher educator identities. It considers the articulation of identity relative to prior teacher identity and current roles and institutional context. From nine in-depth interviews with teacher educators in a college of education in Ireland, we examine continuities and discontinuities between past and present roles and responsibilities, and identities. We tentatively explore the diverse pathways, values and experiences that construct them as teacher educators in the present, and gain insight in to the strength of former teacher identities: the old overshadowing the ‘new’. We conclude that privileged primary school teacher identities continue to shape teacher educator practices and values despite global and diverse influences at play. The implications of these findings for initial teacher education are considered. 相似文献
8.
In this paper, we examine the role of reflection in teacher preparation, specifically within a mentoring relationship between cooperating and preservice teacher. We report findings from a case analysis of this pair who engaged in problem-posing dialogue within pre- and post-conferences around practice over one year of their work together in an elementary-level classroom. The context is an innovative programme in which cooperating teachers pursue their Master’s degree while undergraduates (preservice teachers) complete their elementary education degrees. Our analysis of talk about teaching during six coaching cycles as well as supporting documents illustrates how Jane’s mentoring supported reflective practices and disrupted a notion of a field experience as simply a place to ‘practice’ pedagogical knowledge with corrective feedback. Additionally, we explore the tensions in this approach to mentoring. This case study has implications for teacher educators who seek to bolster teacher preparation through the support of mentoring relationships. 相似文献
9.
In early 2015, the Australian Government and an associated Ministerial Group called for ‘urgent national action to improve the quality of initial teacher education’. Following this call for action, the Australian Government launched a series of reforms into initial teacher education, targeting ‘teacher quality’ and ‘classroom readiness’. The reforms are based on a logic of deficiency within initial teacher education, mandating new accreditation processes, standardized assessments and the National Literacy and Numeracy Test for pre-service teachers. In this paper we set out to explore these reforms, considering the policy trajectories, technologies and technicist network in which they are operationalized. We propose the concept of reification and objectification to examine the institutionalization of auditing, standardization, and accountability. These reforms aim to intervene in both the content and delivery of initial teacher education. We argue that reforms such as these recondition our conceptions of professionalism and teacher quality. There is a contraction in scope for progressive or experiential teacher education, and moreover, the ongoing de-professionalism of teachers and teacher educators, whom are subjected to constant surveillance. 相似文献
10.
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between ‘structure’ and ‘agency,’ teachers as ‘change agents’ and refer to ‘workplace learning’ as we examine the extent to which the social structure of the school and the teaching profession, and?/?or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction. 相似文献
11.
Aurora Chang Sabina Rak Neugebauer Aimee Ellis David Ensminger Ann Marie Ryan Adam Kennedy 《Studying Teacher Education》2016,12(2):152-169
Faculty in the School of Education have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e. where courses focus primarily on theoretical principles of practice through textbooks and university-based classroom discussions) to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation from a faculty delivering a traditional model to educators collectively implementing a field-based model, by analyzing the diverse perspectives of faculty at different entry points in the TLLSC development and implementation process. We found that our participation in an intensive field-based teacher preparation model challenged our notions of teacher educator identity. In a culture of iterative program design, this study documents the personal and professional shifts in identity required to accomplish this collaborative and dynamic change in approach to teacher education. 相似文献
12.
《师资教育杂志》2012,38(2):209-210
This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education. 相似文献
13.
In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study, ‘learning profiles’ have been developed for four categories of teacher educators. These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation. 相似文献
14.
Michael A. Neel 《Teaching Education》2017,28(3):257-278
Recently, scholars have called for a practice-based framework for teacher education and some have argued more narrowly for a framework built around ‘core practices of teaching.’ These efforts, in part, are intended to make teacher education practice public and available for collective improvement. The purpose of this paper is to highlight challenges and possibilities that arose during a core practice-oriented course redesign. Despite attention to the literature, the teacher educators faced dozens of inherent tensions and contextual challenges that distinguish their understanding of core practices from other teacher educators operating with common principles. Based on lessons learned, the author argues for greater attention to the details of core practice redesigns, rationales explaining redesign decisions, and empirical investigation of teacher candidate outcomes of such redesigned courses and programs. 相似文献
15.
John O’Neill 《欧洲师范教育杂志》2017,40(5):589-600
AbstractThe 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
16.
In this collaborative self-study, two teacher educators examine their experiences of working in new international contexts and the impact of those experiences on their professional learning and identities. Mandi moved from a major research university in one country to another, while Judy co-led a group of pre-service teachers on an international practicum for three weeks each year for three years. Using the concept of boundary crossing as a theoretical and analytical framework, each teacher educator identified a boundary-related critical incident or experience that occurred during her work in new international contexts. Through individual and collaborative analysis of their critical incidents, they found that working as a teacher educator in new international contexts involves the crossing and re-crossing of multiple personal, professional, linguistic and cultural boundaries. Working in these boundary spaces involved learning how to negotiate new kinds of relationships with colleagues and students, manage changed roles and responsibilities and, ultimately, a search for a renewed sense of self, as each sought to understand herself differently within a new professional context. 相似文献
17.
Inside research,inside ourselves: teacher educators take stock of their research practice 总被引：1，自引：1，他引：0
Neil Houston Hamish Ross Jannet Robinson Heather Malcolm 《Educational Action Research》2013,21(4):555-569
This paper tells the story of how a group of teacher educators in a university education department used action research to examine their research situation, and what conclusions they reached. Some recent historical background puts the study in context, identifying tensions between university expectations and time‐heavy teaching demands that operated as obstacles to research activity. This context is shared by many academics who provide training for practitioners in UK universities that seek substantial funding through their performance in national research quality assessments. The project was initially organised in Spring 2007 by new research staff who had investigated staff perceptions of and interests in research through semi‐formal interviews, observations and documentation. An invited group turned to action research as a possible way forward. They asked the question ‘What kind of research culture do we want, and how can we get it?’ Over a year, all participants gathered at semi‐formal meetings for collaborative reflection and discussion, engaged in a diversity of micro‐researches that experimented with ways of researching around the barriers, and wrote a collaborative paper about what they had learned. This gave rise to a series of national and international conference presentations that drew several of the group members into the wider research community. The group members grew to realise that the kind of research that they perceived the institution to value was not necessarily a kind that was readily built into their identities as teacher educators. But this realisation itself was empowering, exposing previously opaque assumptions that had left a felt irreconcilability that had been difficult to articulate. 相似文献
18.
Jo Lunn Brownlee Terri Bourke Leonie Rowan Mary Ryan Peter Churchward Sue Walker Lyra L’Estrange Anita Berge Eva Johansson 《British Educational Research Journal》2022,48(4):684-703
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance. 相似文献
19.
This paper reports on a comparative study that investigates English language teacher educators’ ideal identities from the dual perspectives of language teachers and teacher educators in China. Drawing on data from focus and individual interviews, the findings of the study reveal a range of identities such as ‘practical expert,’ ‘model’ and ‘learner,’ which were perceived by the two parties (i.e. the languages teachers and teacher educators) as pivotal for an ideal language teacher educator. On the other hand, the two parties held differing views about some identities such as ‘researcher’ and ‘scholar’ due to the contextual influences in the higher education context. The study offers some useful implications for teacher educators to develop their professional identities and improve their effectiveness in educating teachers. 相似文献
20.
ABSTRACTThe quality of how teachers are being prepared is seen as a priority in the twenty-first century and engagement with research is often considered a crucial element of initial teacher education programmes. Institutional and national contexts have an impact in the way research is valued. This paper investigates the perspectives of Portuguese and English teacher educators towards the value given to research in initial teacher education. Interviews were completed with teacher educators working within different kinds of higher education institutions—university, polytechnic and teaching-led university. Results suggest that research has a significant presence and relevance in all cases but is valued differently 相似文献