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1.
The study of recruitment practices for teacher educators (TEs) in Aotearoa New Zealand (NZ) universities reveals the academic category of TE constituted along three related trajectories: a professional expert (not required to research), a traditional academic (not required to hold a teaching qualification or teacher’s practicing certificate), and one who is dually qualified, to teach (as a registered NZ teacher) and to research. It is the dually qualified type of TE who can service the full scope of university-based initial teacher education (UBITE). Recent recruitment practices have, however, focused on employment of professional experts and traditional academics. Drawing from document analyses and interviews, we present a picture of changing work for TEs. Our study argues that policy environments and universities’ responses are changing the objects, rules, and divisions of labour in UBITE. We comment on the evolution of initial teacher education in NZ, its likely trajectory, and its potential for development.  相似文献   

2.
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   

3.
Writing instruction in New Zealand occurs in a context with potential for variability in curriculum and delivery. The national curriculum is broad; self governing schools are to interpret and apply as appropriate to their local context. There are no mandated tests, nor external examinations until the last three years of school. Schools report to the Ministry about achievement in Years 1–8 against national standards in writing, based on overall teacher judgements. The nature of this context supports the notion of drawing on several sources to describe the current landscape of writing instruction: policy documents, specifically the curriculum and standards; national tools and resources for professional learning; the limited existing research base relating to writing in New Zealand, and a study designed to extend this latter body of work by surveying teachers about their practices. The existing research largely concerns the practices of exemplary teachers or relates to investigating the effects of professional development interventions. The survey reported provides the most direct evidence of actual practice. Survey responses (N = 118) came from, on average, moderately experienced teachers who reported a relatively high level of confidence regarding aspects of teaching writing. Results suggest that surveyed teachers reflected the themes identified in the New Zealand teacher based and intervention research, which in turn reflected policy initiatives. The combined evidence indicates the influence of the ‘teaching as inquiry’ approach on writing pedagogy.  相似文献   

4.
This collaborative self-study examines the influence of engagement in the core practices movement on the course designs, instruction, and perspectives of three novice teacher educators at a large mid-Atlantic research university. Through core practices work, we integrated repeated cycles of analysis, practice, and reflection into our courses, ultimately becoming more deliberate and responsive in our planning. We engaged in more in-depth inquiry into our teaching as we inquired into the core practices with our teacher candidates and also noticed an enhanced use of shared language. Core practices work influenced our perspectives on the work of teacher educators by reaffirming our belief in the complexity of teaching and teacher education, raising important questions about the relationship between commitments and core practices and underscoring the value of learner-centered practices in teacher education. The finding of this self-study suggest that core practices present an opportunity to engage novice teacher educators in reflection, collaboration, and inquiry central to teacher education.  相似文献   

5.
In Aotearoa New Zealand, many early childhood teachers gain their teaching qualification via distance study while working in an early childhood centre. Early childhood teachers work in a team environment, and it is important to understand more about how distance students negotiate changes in their workplace practice as their professional knowledge develops. This article draws on a study that explores students’ experiences of distance teacher education as a process of changing participation in the workplace. Distance study supported increasingly confident participation as students saw more meaning in their daily work. The students’ identities and their workplace cultures and practices influenced what students paid attention to and the decisions they made when negotiating changes within their teams. Their experiences suggest that strengthening students’ relational agency at work is a useful focus for distance early childhood teacher education programmes.  相似文献   

6.
Past research has clearly indicated that teachers’ metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service teachers, individually and collectively, can provide insight into the assumptions they hold about teaching and teaching practice. The purpose of this study was to explore how in-service teachers’ self-constructed metaphors revealed their perceptions of their roles, obligations, and assumptions about teaching and learning, and consider the implications of such exploration for teacher education and development. The four experienced teachers who participated in this study constructed personal teaching metaphors for which they provided an explanation. Analysis of the metaphors using positioning theory provided evidence that teaching metaphors capture the individual identity and specify the plotlines of teaching and the obligations, duties, and responsibilities of the teacher as well as the role of the teacher and others in the teacher’s practice. We found that each metaphor brought elements of identity and teaching practice together in unique and divergent ways. A subsequent cross-case analysis revealed common discourses of teaching: responsibility, nurturing, and caring, and teacher and student learning. Both the individual and cross-case analysis suggest the potential value of metaphor work for informing teacher education and professional development to advise teachers, teacher educators, school leaders, and policy makers.  相似文献   

7.
Abstract

The use of research evidence to inform practice has become an expectation of those working in many professions. There is a dearth of research on teacher use of scholarship to inform their practice. While there is an abundance of research that can be used to inform teacher practice, there are unknowns about how much teachers seek, access, read, apply and share evidence from research to inform their teaching. We address this gap in the literature by surveying inservice teachers about their perceptions and practices for using education research. In our analysis of the data collected from 452 teachers, we found teachers are interested in research and perceive value in research to inform their work. However, we also found that teachers struggle to identify sources of quality research and how to translate research to inform their teaching. Our findings have implications for school administrators seeking to promote teacher engagement in evidence-based practice and educational researchers hoping to have their research translated into K-12 teacher practice.  相似文献   

8.
This article draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance. Based on the reported findings and wider research data, the article argues the need for ongoing critical professional support for beginning teachers who can deepen their understanding of learner diversity and its pedagogical implications. It underscores the importance of a genuine partnership between schools and teacher education providers to enable the continuation of critical professional support for novices, particularly in contexts where there are no mandatory links between preservice programmes and beginning teaching like New Zealand, where this study was undertaken. The author contends that it is unrealistic otherwise to expect beginning teachers not only to challenge entrenched practices but also to sustain the efforts of initial teacher education programmes in preparing them to be responsive to diverse learners.  相似文献   

9.
In order to corroborate and grow teacher educator knowledge (TEK) scholarship, this paper describes an in-depth-focused exploration of a group of teacher educators providing professional development. Our grounded data analysis allowed us to define different major elements, sub-elements, and components that comprise TEK, as well as make explicit how the use of this knowledge—in the context of teaching professional development—draws upon multiple components at any given moment. These findings hold implications for TEK scholarship and practice. Specific to scholarly efforts, while current models for TEK are useful for explicating common understandings amongst the research community, the most functional representations should be fluid and dynamic, in part by balancing both breadth and depth in their scope. Specific to the development of teacher educators, teacher educator preparation should recognize, emphasize, and develop future teacher educators’ layered understandings (i.e. knowledge of students and teachers) and robust knowledge of contexts.  相似文献   

10.
As new technologies promise to be an enduring feature of the landscape of teachers’ work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their ‘informal learning’. By ‘stories’ is meant specific classroom texts as well as preferred teacher practices with those texts. The article represents a reflection on the methodological role that ‘elicitation’ can play in drawing out teacher thinking during a time of professional change, thinking that would otherwise likely remain embedded, particularly when teachers’ attention is focused forward on innovation in practice. The methodological use of ‘elicitation’ emerged in the first year of an ongoing teacher action research study, in which seven teachers have been involved in a professional development initiative that actively engages teachers in examining changing literacy formations, beginning with the teachers’ own literacy formations. The methodological practice of elicitation borrows from phenomenology, ethnomethodology, narrative research, reader response theories, curriculum theory and psychoanalysis, and emerged as a way to acknowledge the life histories that teachers were bringing to their professional development with new media. We suggest that elicitation can potentially draw out deep and sustaining sources of a teacher’s commitment, as well as resistance, to change. It can help disclose the tensions between commitment and resistance that even teachers who voluntarily undertake to incorporate new technologies into their practice may experience. Within a teacher action research framework, elicitation can also serve to remind teachers (and others) of the value of what they know and are learning, thus contributing to teachers developing a ‘scholarship of practice’ in response to any actual or perceived ‘intensification’ of their work.  相似文献   

11.
ABSTRACT

This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give ‘voice’ to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers’ ability to implement outdoor education? The findings suggest: confusion about outdoor education terminology and the educative purpose of school ‘camps’; schools ‘do what they have always done’, particularly when decisions about outdoor education contexts are dominated by senior management; financial restrictions; and teachers feeling ill-prepared in terms of safety management because of their limited pre-service and post-service teacher education. This research highlights that what to teach, how to teach and where to teach outdoor education needs more consideration and attention for teachers to be better informed about safe outdoor practices and quality pedagogy in, for and about the outdoors.  相似文献   

12.
Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers’ perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students’ learning experiences.  相似文献   

13.
This article traces the experiences of three pre-service teachers as they engaged in teacher research as part of their teacher education program and considers how teacher research might disrupt dominant paradigms that aim to de-contextualize teaching and offer one-size-fits-all solutions to address inequities. In particular, the article examines: the role of the teacher’s personal and academic history in the design of their teacher research projects; how their research worked to disrupt and complicate classroom cultures and practices; and the ways in which the pre-service teachers interpreted their research in light of new contexts during their first year of teaching. This work has critical implications in an era when teacher education programs are under attack, including: the value of drawing on pre-service teachers' lived experiences as an entry point into inquiry; creating highly localized inquiries; and positioning novice teachers as knowledgeable practitioners who are able to share research with colleagues.  相似文献   

14.
我国现行中小学教师培训主要是一种外控的理论型教师培训,这是由教师培训与教学实践之间的文化隔离造成的。消除隔离,走向教学实践的田野是造就反思型、研究型、创新型教师的一种重要抉择之路。走向教学实践的教师培训有丰富的内涵,主要体现在基于教学实践、在教学实践中与为了教学实践三个方面,具有实践性、反思性、主体性与开放性。走向教学实践的教师培训的基本策略或思路是案例教学与教育行动研究相结合。  相似文献   

15.
This article reports a multiple-case study project into early childhood teachers’ thinking and reflection on their teaching interactions with children in three New Zealand early childhood education centres. Using stimulated-recall interviews, teaching teams viewed video-recorded episodes of their teaching and discussed their thinking and reflections, during and after the episodes. Key findings included teachers’ emphasis in their thinking and reflection on children in comparison to their teaching intentions, beliefs and practices. The article concludes by presenting a model for understanding New Zealand early childhood teachers’ thinking and reflections on teaching and learning and the implications for practice emerging from this research.  相似文献   

16.
As teacher educators located in K–12 and university contexts, we had experienced the often-highlighted disconnections between university teacher education and preservice apprenticeships in schools. Thus, calls for innovations in preparation programs aimed at deeper immersion in practice spoke to our desires to move literacy methods preparation into schools in ways that allowed teacher candidates, children, classroom teachers, and university instructors to be together in practice. A central goal of our work was to use our partnership as a path toward deeply intertwining practices of literacy teaching with critical lenses and pedagogies centered on justice. In this article, we situate our partnership in the landscape of research on practice-based teacher preparation and critical scholarship in teacher education. We describe our partnership, including its layers of contexts, relationships, and opportunities for critical, mediated practice, and our methods of studying our work over time. Our findings illustrate how the design of our partnership has afforded opportunities to (a) trace how critical ideas and practices thread across contexts of participants’ learning and (b) critically reframe problematic language, policies, and practices with novice teachers. We end by highlighting implications of our work for others invested in critical project-based partnerships.  相似文献   

17.
A particular approach to epistemological action as ‘critical praxis’ is proposed where we bring together the ideas of ideology critique, self-reflective consciousness and emancipatory action. Critical praxis for educators seeks to move beyond the constraints of formal teaching, knowledge and curriculum and instead encourages communities, teachers and students to work together in producing new understandings and practices for the public good. As teacher educators, we are attempting to design a research methodology that will enable our field of practice to be theorised and to encourage a movement towards new critical understandings of teaching and learning for our students and for ourselves. This is a process of reflexive practice that endeavours to constantly and systematically interrogate our own views and to move beyond the status quo of conservative educational systems, procedures and rigidities so that knowledge is a legitimate investigation of possibility and transformation. In this article, we report a Critical Praxis Protocol to guide further development of teacher education and research. We trace our trajectory from a progressive emphasis on improving learning and professional educational practice to an emerging notion of criticality that seeks explanation with the theorising of Bourdieu. A draft habitus–field analysis is provided to indicate our current understanding of generative themes that suggest the emancipatory potential of teaching and schooling.  相似文献   

18.
Four narrative fragments involving research disseminated globally – namely, United States, Israel, The Netherlands, The People's Republic of China – are used to instantiate the phenomenon of teachers teaching their best-loved selves, without becoming the curriculum themselves. Next, the development of the best-loved self-conceptualization as it emerged in Joseph J. Schwab's scholarship is traced, along with important connections to Michael Connelly and Jean Clandinin's research programme. After that, two important research questions are addressed: (1) If the best-loved self is integral to the teacher-as-curriculum-maker image, what practices might we engage in in teacher education to foster the best-loved self? And (2) How does change happen in pre-service teachers' pedagogical practices and repertoires, given the potential significance of the teacher's best-loved self-image? To conclude, the work returns to the opening narrative fragments to determine the answers that lie within.  相似文献   

19.
An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned.  相似文献   

20.
Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an ecological view of teacher learning as a ground-up approach to improving practice. As a framework, this paper brings together an intersubjective conception of professional learning that positions teachers as co-leaders, principles inherent in ‘the spirit of AfL’, and the notion of ‘intelligent accountability’ to illustrate evidence-informed teacher agency. It applies divergent and dialogic AfL practices to professional learning that can enable teachers to connect with issues that are most relevant to their practice. Dialogic feedback practices of this nature position teachers as capable, reflexive and resourceful practitioners and decision-makers.  相似文献   

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