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1.
Alternative teacher education programmes have emerged in many countries as a new approach to recruiting, educating and placing teachers in underperforming schools. The media plays an important role in framing perceptions of these programmes and their teachers, including in Australia, but this has not been the subject of significant research to date. This study examines how one alternative teacher education programme—Teach For Australia (TFAus)—has been positioned and framed within the news media since its inception. It critically analyses the portrayal of TFAus and concomitant educational discourses to explore their connection to larger issues surrounding teacher education and teaching quality. Drawing on an analysis of 122 print/online media articles, we identify narratives related to prestige, benevolence and the ‘alternative’ nature of the programme, alongside a narrative critical of TFAus. Despite this critical narrative, in investigating and opening up a dialogue on the perceptions and depictions of TFAus, we posit that the programme—although controversial in nature—has generally benefited from print media coverage, advancing its reputation as a major contributor to education reform and champion of educational equity.  相似文献   

2.

A teaching programme designed to foster the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching programme, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching programme (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching programme. Students in a comparison group were not encouraged to explicitly reflect on their epistemological beliefs. They were asked to complete written statements about their beliefs about knowing at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommer's (1988, 1990) epistemological beliefs questionnaire was administered to both the comparison and research groups at Time 1 and Time 2. This questionnaire measured beliefs about knowing. The results of both the quantitative and qualitative data analysis indicated that the group of students engaged in the teaching programme experienced more growth in sophisticated epistemological beliefs. The success of the teaching programme has implications for how teacher educators develop learning environments.  相似文献   

3.
ABSTRACT

Recognising the importance of learning from experience, this mixed methods study critically problematises how teacher educators position student teaching as pivotal in teacher education programmes’ inability to focus on racial equity. Through learnings from a survey of US university-based teacher educators who constructed student teaching placements in schools serving students of colour as problems, this article unveils how the concept of quality cloaks the re-production of racism in and through teacher education. Seeking to address how teacher education is implicated in the re-production of racial inequities, a teacher educator partnered with teachers in the most segregated system of state schools in the US to transform student teaching. In describing a situated representation of an innovation at once practice-focused and theoretical, this article illustrates the power and potential for praxically-just critical transformations in teacher education. Findings shed light on the power of Freirean culture circles for transforming teacher education. Implications point toward the need to recognise, problematise, and interrupt ways in which the White-centric rhetoric and practice of teacher education continue to foster racism and re-produce injustice.  相似文献   

4.
Abstract

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.  相似文献   

5.
ABSTRACT

Although computers have become common features of schools worldwide, their impact on education and learning has been far less than what could be expected from such a versatile and powerful technology. A significant deterrent has been teachers’ lack of skills and expertise with the new technologies but although computer education is increasingly becoming a significant component within teacher education programmes, this paper will argue that the direction and nature of the teaching and learning in many of these courses is counter‐productive and unable to provide the skills and expertise required from new teaching graduates. The paper posits that these skills can best be developed and achieved through instructional programmes in teacher education that mirror the models that student teachers will be required to embrace in their own classrooms. In order to achieve this, the IT component within teacher education must become an integral part of the programme.  相似文献   

6.
ABSTRACT

The racial mismatch between teachers and students has become a salient issue in efforts to counter the historical failure of children of Color in American (pre)schools. To address this mismatch, scholars have argued for the critical need to recruit and retain teachers of Color. In this article, we propose that to successfully prepare teachers of Color so that they remain committed to the profession, we must learn from their experiences during their preservice preparation and their first years of teaching. Against the backdrop of normative institutional discourses shaping teachers and teaching, we sought to learn from the ways in which six early career early childhood teachers of Color reconciled their preservice teacher education experiences, identities, and beliefs about education with the construction of their identities as teachers. To do so, we asked: How do the discursive spaces of early childhood teaching and teacher education shape the practices, beliefs, and identities of early childhood teachers of Color during their teacher education programs and within their three first years of teaching? Through Critical Narrative Analysis of in-depth interviews, we sought to unveil the discourses that shape and are shaped by the experiences of early career early childhood teachers of Color. Findings indicate that instead of being colonized by institutional discourses and oppressed by others' perceptions, to remain in the profession, these early career early childhood teachers challenged and appropriated institutional discourses, reauthoring them agentively. Implications underscore the responsibility of teacher education programs in preparing teachers of Color to negotiate the ever-so-normative discursive space of early childhood teaching and teacher education, if they are to enter and remain in the profession.  相似文献   

7.
《Education 3-13》2012,40(4):417-431
This paper presents the findings of an investigation of student teachers' changing perceptions of educational practice following a teaching placement in France, Germany, Spain and Italy. Up to 900 primary languages, student teachers annually have spent a 4-week teaching placement in a partner country as an integral part of their initial teacher education programme. The aims of the bilateral experience were to improve students' subject knowledge as well as to offer opportunities to enhance their professional understanding through comparing practice in two distinct cultural settings. This study draws from both qualitative and quantitative data gathered from 122 postgraduate certificate in education student teachers who were following the primary language route at Canterbury Christ Church University and Liverpool Hope University. The findings show that through reflection and analysis of the differences and commonalties in the diverse cultural contexts, students develop a greater understanding of their professional role and a deeper insight into their own values and beliefs about pedagogy. Their acceptance of taken-for-granted norms is challenged during the bilateral placement, as they encounter new approaches to differentiated learning, teaching and learning strategies and teacher/pupil relationships, thus enhancing their levels of critical engagement with educational practice.  相似文献   

8.
ABSTRACT

Teacher education exists today in a context of rapid globalization, which affects the systems in which future teachers will work, the governance of teachers’ work, the students teachers will be teaching, as well as the policies, programs, curricula and students in teacher education itself. Several ideas recently have gained traction internationally and are shaping the working landscape of teaching and teacher education in many countries. This essay critically examines the circulation of what appear to be a small set of ‘core’ ideas that are influencing national and institutional policies of teacher education. I explore the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, I explore how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning.  相似文献   

9.
ABSTRACT

Providing computers and in‐servicing staff is not enough to get teachers and students using technology for teaching and learning. Schools of teacher education can prepare teachers better by helping college and university education faculty model technology use throughout the teacher credentialing curriculum. Another approach is to help teachers construct a model for identifying and developing factors that will support their own technology initiatives. The literature on technology integration reveals eight success factors for schools attempting to help teachers adopt technology in their classrooms. This article examines those success factors and looks at strategies for implementing them.  相似文献   

10.
ABSTRACT

This paper describes an histprical view of the legal and political aspects related to special education. It analyses the current and future perspectives that public and private educational institutions utilize to provide school services to individuals with disabilities in Brazil. Although Brazil has developed laws and provisions to guarantee the integration of students with disabilities into regular schools, this is not happening in most cases. In fact, Brazil does not yet have schools that consider the diversification of students’ capabilities as beneficial to the intellectual development of deficient and non‐deficient students. Poor teacher training and institutional conservatism constitute the obstacles to the implementation of innovation in this area. Most of the innovations seen today are the fruit of individual initiatives, such as the Project for Training Teachers to Integrate the Disabled into Schools (PROEDEM) and the Project for Using Computers in Special Education, that we describe. We believe that these new proposals will have a great impact on the education of students with deficiencies. This will raise the consciousness of educators and will help to transform the current conceptions and actions related to the education of people with disabilities, making possible the implementation of special education reforms.  相似文献   

11.
Recent educational policies, national reports, and voluminous literature stress that critical thinking (CT) is an essential skill in any stage of schooling for producing critical thinkers and ensuring better learning. The importance of teaching CT has been raised in teacher education programmes because students are supposed to teach this skill in schools in the future. This study therefore assesses the effects of a CT-based pedagogical course on student teachers’ content knowledge and CT disposition. A pre-test–post-test experimental study was carried out in a vocational pre-service teacher education programme in Turkey. Although the students who were exposed to CT-based instruction showed better progress in both academic achievement and CT disposition than in traditional instruction, this result was not statistically significant according to the Mixed Factorial ANOVA and ANCOVA results.  相似文献   

12.
Drawing upon our experience as university faculty in teaching novice educators, we explore the issue of resistance from students around learning that entails critical reflection. By novice educators, we refer to pre-service teacher candidates and graduate students in Education faculties, particularly graduate students in adult education/lifelong learning programs, who often do not have prior Education degrees or extensive experience as educators. We believe novice educators should be taught to be critically reflective, regardless of whether they teach in schools, government, the not-for-profit sector, or business sector.  相似文献   

13.
This study sought to determine the attitudes and teaching self‐efficacy of pre‐service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre‐service Pakistani teachers (male 73, female 121) enrolled in a 1‐year teacher education programme at a government university in Pakistan. Overall, male pre‐service teachers expressed more positive attitudes than their female counterparts regarding the inclusion of students with disabilities in regular classrooms. Surprisingly, those pre‐service teachers majoring in special education did not express more positive attitudes towards inclusion than their counterparts who were preparing to teach in mainstream schools. However, participants with training in special education, knowledge of disability legislation, teaching experience and personal experience with a disability reported higher levels of self‐efficacy towards teaching within inclusive settings. The findings of the study are discussed with possible implications for policy‐makers and teacher educators in Pakistan and other countries in the South Asian region.  相似文献   

14.
Previous research studies suggest that environmental education for social change has to be considered as critical education rather than as nature study. In a participatory research approach, classroom projects with teacher teams in five senior high schools were initiated and in‐service seminars were offered. A theorising debate about environmental education resulted in a critical environmental education concept based on human action in local social systems and the questioning of the norms and value judgements of the people concerned. Classroom projects were analysed with respect to locally constructed critical knowledge and in view of the teaching/learning culture. This study shows that teachers are most concerned about ways of handling a complex and value‐laden process. It is concluded that reflection on processes and methods is essential if teachers are to understand their students’ critical exploration of social issues.  相似文献   

15.
《师资教育杂志》2012,38(2):107-121
The purpose of the present study was to identify and investigate critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Critical incidents were defined as issues or situations in teachers' work that produce ethical reflection and moral emotions. The critical incidents experienced by urban schoolteachers were analysed and compared with earlier studies on ethical dilemmas in teaching. Concrete examples of these incidents were reported which contain teachers' emotional expressions. Four main categories of critical incidents were identified. These were related to the principal, students and families, teachers, and the school community. Teachers reported commitment, caring, co‐operation and respect as the most dominant emotional expressions in these situations. These emotional expressions reflected ethical sensitivity skills, especially in reading and expressing emotions. Based on our study we suggest recommendations for teacher educators on how education for ethically sensitive teaching can be promoted.  相似文献   

16.
Abstract

This paper explores ways to bridge the separation that currently exists between the worlds of teacher research and academic research. Currently, many teachers feel that educational research conducted by those in the academy is largely irrelevant to their lives in schools. On the other hand, many academics dismiss the knowledge produced through teacher research as trivial and inconsequential to their work. In this paper, it is argued that our vision of educational research should include both teacher produced knowledge and knowledge produced by those in the academy, and take the position that the processes of teacher development, school reform, and teacher education can greatly benefit from occasions when academic and teacher knowledge cross the divide that currently separates teacher knowledge from academics and academic knowledge from teachers. Two specific examples are discussed that illustrate instances where academic knowledge and teacher knowledge have improved teaching, together with the assumptions regarding voice, power, ownership and status which make them successful cases. One case deals with the teaching of mathematics in the elementary school and the other is concerned with the teaching of language minority students. Also discussed are several ways in which knowledge produced by teachers and others who work in schools can potentially benefit academic research and teacher education programs in colleges and universities.  相似文献   

17.
ABSTRACT

This 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   

18.
《师资教育杂志》2012,38(2):235-249
This article, based on the analysis of responses given by 27 students in initial teacher education, gives an account of how education theory can be conceived by students as relevant to their teaching practice. Research on teacher education in many countries has revealed that students regard theory and practice to be inconsistent or to belong to different worlds in initial teacher education. This may have a potentially negative effect on the teachers’ opportunities for future professional development, as such development should be based on the ability to view one’s own teaching practice from a critical, theory- and research-based perspective. In the research and development project reported in this article, the PIL-project, the students’ teaching practice was chosen as the pivotal point for all the other activities involved in the teacher education programme. Results indicate that when questions emerge from the students’ own experience, theory is often found useful in discussing and understanding their practical experiences. The results further show that the students’ choice of theory when discussing their teaching practice is eclectic. Students tend to choose theory with direct relevance to their daily tasks in the classrooms. The implication for initial teacher education is that the educational theory taught should more often address the immediate challenges faced by the students doing their teaching practice.  相似文献   

19.
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20.
ABSTRACT

In this article, we narrate a self-study that emerged through a collaborative, arts-based inquiry around Latinx diversity, especially those arising from citizenship status at the individual and family level. Coming from distinct professional educational landscapes (theatre/drama education, middle/secondary education, and elementary education), we worked inter-disciplinarily to orchestrate a series of workshops for a cohort of elementary teacher education candidates. Our specific focus was rooted in the meanings that applied theatre teaching strategies suggested for us as teacher educators and for the teacher candidates we prepare to teach in schools. We also sought implications that might cultivate broader critical discourses within and across teacher education about diversity. Our blending of self-study with arts-based pedagogies was a purposeful effort to expand our students’ and our own professional subjectivities by disrupting xenophobic and racialized public discourse about national borders using play-based strategies to foster risk and generativity.  相似文献   

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