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1.
Helen Grimmett Rachel Forgasz Judy Williams Simone White 《Asia-Pacific Journal of Teacher Education》2018,46(4):340-353
New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education. 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.
Sharon McDonough 《Studying Teacher Education》2017,13(3):241-256
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts. 相似文献
4.
Simone White 《师资教育杂志》2019,45(2):200-213
Teacher educators are an occupational group currently experiencing increased scrutiny by international policy makers and researchers alike. This occupational group however is increasingly difficult to define and identify in a complex, internationally changing teacher education policy reform environment. The question posed is an enduring one: who is a teacher educator? The answer is more complicated. To better understand this occupational group, a literature review and local policy analysis study using the Australian context was conducted to reveal more about their identity; career trajectories and; professional learning needs. Analysis revealed that three sub-groups belonging to the broader teacher educator occupational group have emerged as a result of shifting teacher education policies. Namely, university-based; school-based and community-based teacher educators, each with an important role to play and each positioned differently within the research and policy landscape. Findings suggest that all three groups are important to educating teachers across their career and to best meet the needs of all students for new times. Recommendations are made for future research and practice into how these groups can work collectively together, within and across the multiple sites of learning to teach. 相似文献
5.
Yiting Chu 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):251-271
In this article I examined the professional identity development of five mentor teachers in a year-long, clinically rich teacher residency partnered between a university-based teacher education program and schools in a southern state of the United States. Qualitative data were collected through classroom observation and individual semi-structured interviews with a focus on participants’ mentoring activities and the ways they enacted and described their identities. Participants came to new mentoring beliefs and practices as they navigated the residency and developed a multifaceted identity to mediate their learning to become mentors and teacher educators. Implications for mentor teacher professional support, teacher preparation, and future research were discussed. 相似文献
6.
May Britt Postholm 《Teachers and Teaching》2013,19(3):320-333
ABSTRACTThis article focuses on teacher educators’ role and how it was enacted and experienced by teachers and leaders in a school-based development project. The arena for the teachers’ professional development was the school, and teacher educators at one teacher-education institution and three schools took part in the research. Teacher educators, teachers and school leaders were interviewed two years and two months after they formally took part in the project, for one year in a pilot program and afterward for three semesters. The findings show that the teacher educators enacted their roles differently, and that they realise that they should have collaborated more and coordinated their experiences from collaborations with teachers and leaders to learn from their experiences in school. The leaders and teachers were satisfied with the teacher educators’ lectures, but the teachers wanted more dialogue with teacher educators and felt that teacher educators should have helped them transform their knowledge into teaching actions in practice. Teacher educators taking part as supporters in teachers’ practice truly could infiltrate instruction and learning. The study demonstrates that culture, structure and content need to be coordinated to enhance school-based development. 相似文献
7.
The nature of partnership between schools and higher education institutions is changing in many countries, with experienced teachers taking on more responsibility for teacher education whilst remaining in their school as teachers, rather than entering the higher education sector to become teacher educators. This research considers the perspectives of these school-based teacher educators (SBTEs) in England, exploring the impact that this role has on them, their student-teachers and their schools. Some benefits and challenges that they face in the dual role of teacher and teacher educator are revealed. The research takes an interpretive perspective, listening to the meanings being constructed by the participants through use of a questionnaire, semi-structured interviews and a focus group of student-teachers who learned from these SBTEs. Possible impacts on student-teachers’ learning and implications for the development of high-quality teacher education are examined. 相似文献
8.
This longitudinal case study examines whether a school-based training scheme that brings together different categories of teacher educators (university supervisors and cooperating teachers) engenders true collective training activity and, if so, whether this collective work contributes to pre-service teacher education. The scheme grew out of a recent French reform policy. The study is based on an original theoretical conception of teacher education that borrows postulates from a theory of learning and collective action (Wittgenstein 1996). Illustrated by excerpts from post-lesson meetings and self-confrontation interviews, the results suggest that the training scheme does not always lead to collective training activity. The difficulties are notably due to disagreement between the educators about attributing meaning to the pre-service teacher’s classroom activity, which hampers professional development. On this basis, proposals are made to contribute to an effective and authentically shared supervision process and to reposition training activity at the heart of the processes of pre-service teacher professional development. 相似文献
9.
May Britt Postholm 《欧洲师范教育杂志》2016,39(4):452-470
The article focuses on school-based development and how collaboration between teacher educators and leaders and teachers can promote development in teacher education, in school and in the collaboration site in school where both parties meet. The data were collected in Norway through qualitative interviews with groups of teachers and leaders at three schools, and with a group of teacher educators. With the Cultural Historical Activity Theory as the framework, central concepts within this theory have been key elements in the study. The findings reveal that collective collaborative learning is a positive form of enhancing the professional development of teachers and that both structure and culture should interact when fostering development in school. The study also shows that the development of teacher educators’ research competence can enhance development and learning both in teacher education and in school, and also improve the developmental transfer between these two arenas. 相似文献
10.
《师资教育杂志》2012,38(4):461-475
ABSTRACTThe aim of the study was to explore the motives underpinning career mobility, and the impact of such mobility on changing the perceptions of senior teacher educators from Israel who have experienced cross-cultural professional transitions during the mid-career stage (hereafter referred to as ‘internationally oriented teacher educators’). A thematic analysis of five interviewees’ retrospective narratives highlighted three motives driving career mobility: the opportunity for professional development; the joy of adventure and challenge; and the need to bring about a fundamental change in their careers. In addition, two categories of changes in perceptions that occurred following international mobility were mapped: (a) pluralistic perceptions in a multicultural higher education environment, and (b) culture of learning among the younger generation. The discussion raises similarities and differences between the findings and the literature on career mobility in higher education. 相似文献
11.
Paola Sztajn Amy J. HackenbergDorothy Y. White Martha Allexsaht-Snider 《Teaching and Teacher Education》2007
Despite increased attention in professional development to building communities of teachers, few studies have investigated the development of trust in these communities. This paper presents issues related to trust in a professional development project at an elementary school. The project aimed for school-based elementary teachers and university-based mathematics educators to work together to improve mathematics instruction at the school by developing a mathematics education community of learners, where learners were conceived of as both the teachers and the mathematics educators. This paper addresses the following question: What factors in the project supported the development of trust among mathematics educators and teachers as the community was formed? More specifically, the paper is about one aspect of trust, namely, building school-based elementary teachers’ trust in the university-based mathematics educators. We point to three factors that helped the development of trust and we use care theory to further understand and discuss these factors in the context of in-service teacher education initiatives. 相似文献
12.
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
13.
Emmy Vrieling Antoine van den Beemt Maarten de Laat 《Studies in Continuing Education》2019,41(1):76-93
It is increasingly recognised that social learning by teachers can stimulate professional development. In this study, we search for the social behaviour patterns which can act as a catalyst for professional development, with an explicit focus on student teachers’ learning. Based on the ‘Dimensions of Social Learning (DSL) Framework’, including 4 dimensions and 11 indicators of social learning, the present study explores the social configuration of one network of primary teachers (n?=?12), student teachers (n?=?12) and teacher educators (n?=?2). Two research questions guide this exploration: (1) What patterns of social behaviour in teacher networks are likely to lead to professional learning? (2) What network facilitation guidelines can be discerned to assist teachers and teacher educators wishing to optimise student teachers’ professional development? Data collection consisted of video recordings, reflective notes and semi-structured interviews with network members. The findings paint a picture of how social learning in teacher networks is related to the group’s social configuration. Observation criteria and student facilitation guidelines are suggested to support professional development within teacher networks. For each dimension in the DSL Framework, one point of attention is discerned to optimise students’ learning in teacher networks. 相似文献
14.
May Britt Postholm 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):405-429
Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference. Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories. Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers. 相似文献
15.
Andreas Ryve Kirsti Hemmi Mats Börjesson 《Scandinavian Journal of Educational Research》2013,57(2):132-147
In this cross-case study we focus on school-based teacher education in Sweden and Finland. Through the use of focus-group interviews with mathematics teacher educators in Finland and Sweden, the study shows that there are substantial differences in how school-based teacher education is introduced and portrayed in the discourse about teacher education and prospective teachers' learning. The school-based teacher education among the Finnish groups is made relevant in relation to several aspects of prospective teachers' learning. In the Swedish groups, school-based teacher education is portrayed as an organizational problem and few aspects of prospective teachers' learning are brought into the discourse. The results cannot be generalized to the two countries but show interesting conceptualizations of school-based education potentially useful for teacher educators and scholars. 相似文献
16.
为了促进教师教育者的专业发展,提高教师教育质量,美国哥伦比亚大学基于多项实证研究确认了教师教育者应具备的基本素养,设计了与博士学位课程相互嵌套的教师教育者专业培养课程,实施了教师教育者专业教育项目。项目实施结果显示,教师教育专业课程学习与基于共同体的教师教育研究能有效帮助教师教育者沟通教育理论与实践,提高教师教育者专业实践能力和研究能力,形塑教师教育者专业身份认同,为教师教育者自我导向的专业发展奠定基础。 相似文献
17.
Leah Shagrir 《Compare》2015,45(2):206-225
The objective of this research study was to identify the factors affecting the professional characteristics of teacher educators by comparing two models of teacher education. The research findings revealed four major focal points that have an impact on professional characteristics: the operational model adopted by the institution where teacher educators work; the breadth and depth of teacher educators’ research and scholarship and the degree to which such scholarship is required as part of the assessment criteria; the cooperation between the training institution and the practical field (i.e., the schools where the students do their practice teaching); and the informal relationships between teacher educators and their students. The novelty of the study resides in the fact that these points affect teacher educators’ professional characteristics and that focusing on these characteristics facilitates a comprehensive view of methods, tools and directions that may expedite the professional development of teacher educators. 相似文献
18.
Paul G. Fitchett Christopher J. McCarthy Richard G. Lambert Lauren Boyle 《Teachers and Teaching》2018,24(2):99-118
Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers’ appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is particularly silent on risk for stress among the most vulnerable workers in the education sector – first-year teachers. The current study, utilizing data from the US National Center for Education Statistics Beginning Teachers Longitudinal study, sought to replicate prior research, conducted with more experienced US teachers, demonstrating that perceptions of classroom demands and resources can be used to classify new teachers according to their risk for stress. In an extension to previous analyses, the current study also examined the association between first-year teachers’ risk for stress and professional preparation. Results from this study aligned with previous findings, teachers classified at risk for stress reported more burnout symptoms (d = 1.48) and less classroom control (d = .62). Teacher education characteristics and exposure to first-year support programming were also found to be associated with first-year teachers’ risk for stress classification. Findings have implications for how US teacher education potentially shapes first-year teachers’ appraisal of their working conditions and corresponding risk for stress. 相似文献
19.
校本教师教育的多样性——国外校本教师教育举隅 总被引：1，自引：0，他引：1
文章从校本教师教育组成要素出发，简要地描述了4个国家或地区的校本教师教育计划的差异，概括了课程的总观点及其实践课程、学生完成课程的实质、校本教师教育与大学教师教育的角色及提供给校本教师教育者的专业发展，以期为我国的校本教师教育的设计与规划提供借鉴。 相似文献
20.
This study investigates student teachers’ active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods’ impact student teachers’ professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they achieved during TE. Self-regulated and collaborative learning provided the theoretical framework for the active learning measurements. The professional competences included a wide range of teacher responsibilities in schools and society. The data were collected by a survey. A quantitative analysis utilising a regression analysis approach provided strong evidence that active learning has an impact on professional competences. A qualitative analysis further revealed that active knowledge creation with high engagement in learning tasks and a collaborative learning culture were important modes of active learning. While the study focused on two different TE systems, active learning was important in student teachers’ professional development in both contexts. 相似文献