首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
《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   

2.
This article considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of ‘communities of practice’. All entail notions of becoming and being a professional. However, data from the project ‘Transforming Learning Cultures in Further Education’ (TLC) reveal significant instances of ‘unbecoming’: a majority of the tutors participating in the project were heading out of further education (FE) teaching. This illuminates a broader problem of exodus from the sector, in a political context which privileges economic goals and targets at every level, and in which the current climate of performativity increasingly impacts upon pedagogical relationships—contextual conditions which are also highly relevant to schooling and higher education. Drawing on exemplar case studies of two tutors, and on the theorization of learning cultures emerging from the TLC project, a Bourdieusian analysis of these dynamics is developed in terms of the interaction of habitus and fields, and ‘communities of practice’ critiqued. Paying particular attention to policy‐driven changes in and to the field of FE, and to the cross‐field effects in FE of policies in other sectors of education and beyond, the article argues for a more dynamic notion of professional participation. This might underpin ‘principles of procedure’ for improving teaching and learning, and policies to support diverse forms of teacher professionalism throughout the education system.  相似文献   

3.
Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.  相似文献   

4.
Abstract

The 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   

5.
This article examines the nature of an on-going educational partnership between a Higher Education institution and a number of Further Education (FE) colleges in the West Midlands region of England, forged against the backdrop of sectoral marketisation and neoliberal reform. The partnership originates in the organisation and administration of Initial Teacher Education (ITE) courses for FE student-teachers across a range of sites. These collaborative ITE programmes prepare students to teach in FE settings and conceptualise the FE teacher as a critically informed practitioner, equipped to engage with research and knowledge production practices in the sector. The permeable grouping of teacher educators that has emerged identifies itself as a ‘community of practice’ and uses this concept in the development of a pattern of cultural interaction that scaffolds the continuing professional development of practitioners across the region. This article outlines the underpinning values of the Higher Education (HE)/FE partnership and explores how the partnership has responded to the neoliberal policyscape. Through a number of examples, the authors illustrate how this community seeks to translate shared beliefs into everyday practice, not least through a critical and participatory approach to practitioner research activities which challenges the performative practices that have come to dominate FE in England.  相似文献   

6.
In the last ten years further education has moved from a sector characterised as being in a state of ‘benign neglected’ by central government to one which has grown in importance to policy makers and in turn has become more and more regulated. Below I describe and critically analyse these changes, focusing on the initial training and professional development of further education teachers. The analysis sets the context and traces the development of national standards for FE teachers and the formation of the Further Education National Training Organisation (FENTO), the introduction of compulsory teacher qualifications and other recent initiatives launched by the DfES, such as the Standards Unit which wishes to radically change the nature of teacher education for the post-compulsory sector. The article welcomes many of the recent developments, yet calls for more strategic planning and warns of the danger of over-regulating a sector that is characterised by its diversity of learners and learning contexts.  相似文献   

7.
A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.  相似文献   

8.
This paper is based on a one-year research project in the UK designed to investigate teachers’ strategies for motivating learners and managing non-compliant behaviour in the further education sector. Carried out in collaboration with 203 teachers in three colleges of further education, the inquiry set out to identify, through the use of observations and focus groups, the learner behaviours most commonly identified by teachers as ‘challenging’, and the methods teachers employ to successfully address these. It also sought to capture teachers’ theories about the possible causes of non-engagement, with a view to incorporating findings about both theorising and practice into sessions for initial teacher training and continuing professional development. Drawing on these data, this paper suggests that lack of motivation in the 14–19 age group is a common phenomenon across this range of colleges, manifesting in behaviours such as lack of punctuality, failure to submit coursework and refusal to remain on task; and that experienced teachers are no more effective in managing such behaviours than teachers new to the profession. The implications in terms of teacher education and development are discussed in the final section, which points to evidence that, although positive teacher–learner interaction is found to be productive in addressing the immediate symptoms of disengagement, participants in the study consider the root causes to lie beyond their control.  相似文献   

9.
This paper reports on a study that has mapped the stories of a group of women teacher educators. While the focus is on the period of change during the last 10 years from primarily teachers’ colleges to university‐based teacher education, the broader context of the individual women's lives is explored as well. The stories are mapped against each other and against relevant literature. In this way the study considers the challenge of change on the experiences of these women teacher educators. This study has been informed by feminist theory and has been constructed within a framework which is both narrative and collaborative. As Acker notes ‘one advantage of narrative is that history makes itself evident in the world of its actors’. In this way the intersections of the personal histories and biographies of the teacher educators within the social context in which they work are examined. These women teacher educators’ stories demonstrate similarities and differences in actions and reactions to the challenges they have faced in the last decade in teacher education. The similarities and differences are due to individual histories, career experiences and the character of the institutions in which they live their professional lives. In presenting this paper, the key focus is on reporting how the forces inherent in the changing nature of the educational environment have impacted on these teacher educators in such a way as to present challenges for each in the way they have developed in their profession as teacher educators.  相似文献   

10.
This article explores the impact of key teacher education policies created between 2000 and 2010 on further education teacher educators. Data was collected from a group of experienced teacher educators in the Midlands through a series of semi-structured interviews. This article argues that the reforms were driven by too great a concern for political ideology and established overly restrictive control mechanisms to ensure compliance. Although the need for standardisation was acknowledged, the use of competency-based standards was seen as detrimental to meaningful teacher education pedagogy. It was perceived that the policies were being implemented in a managerial manner that strove for compliance. However, where compliance was at odds with their own personal and democratic professional stance, the teacher educators used a range of strategies to subvert or avoid implementing policy in order to try to stay true to their philosophical values. Nevertheless, positive aspects did emanate from the teacher education reforms, which included a drive for professional status and a recognised level 5 qualification. These positive features now appear to have been abandoned following the Lingfield Report and a different ideological thrust to deregulate the sector.  相似文献   

11.
This paper takes as its focus the initial impressions of education and the role of the educator among those entering the ‘profession’ of ‘FE educator’. The research is carried out with those currently working as educators undertaking recognised teaching qualifications through part‐time, in‐service training at either C&G Stage 1 & 2 Combined or PGCE/Cert. Ed. level, at a large college of FE. The conflicting notions of the role of the educator in FE held by researchers in the sector are initially discussed and later compared with the views of the new learner‐educators. The research itself, which is the initial part of a larger study, focuses on the identification of preconceptions of the role of the educator held by educators new to the FE environment and their emotional responses to being in the position of educator. It is carried out through the construction of image‐based rebuses by individual learner‐educators responding to a series of statements and a subsequent oral deconstruction of the rebus during recorded semi‐structured discussions focusing on their views of their specific role(s) and their more general impressions of the educators' role in FE. The investigation identifies a number of key common strands among the opinions expressed by those involved in the study and looks at the impact that the role has on new educators at both a personal and professional level and the potential effect that this may have on the future development of the profession itself.  相似文献   

12.
Taking into account the pressing need to understand more about what teacher educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 teacher educators and analysis of five qualitative focus groups (with 24 teacher educators) are presented. The results confirm the lack of attention for teacher educators’ professional development in the Flemish teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to teacher educators’ own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to teacher educators’ professional development is discussed.  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.
This paper addresses the matter of the extent to which efforts aimed at the professional development activities of community (primary) school teacher educators in one developing country, namely, Papua New Guinea (PNG), correspond to the subjects’ own perceived professional needs. The general background is outlined first. Then the results of a study of a group of Papua‐New‐Guinea‐teacher‐educators’ perceptions of their professional needs, as accessed through semi‐structured interviews are presented in order to gain a preliminary indication of the appropriateness of recent developments aimed at the professional‐isation of teacher education in the country and to suggest some further developments which could be set in train. Finally, the importance of establishing a national association of teacher education is highlighted.  相似文献   

15.
The further education (FE) sector in the UK, or post-compulsory education as it is often referred to, has undergone some radical changes in recent years. Historically, FE is synonymous with vocational education and training, providing communities with courses that tended to be in practical, non-academic subjects. Many FE lecturers came from industries such as construction and engineering and were vital in providing the subject knowledge needed by colleges to enable them to offer a wide provision of courses. However, FE had not undergone the regime of teacher qualifications, regulation and inspection to the extent experienced by schools. In 2001, the New Labour government began a series of reforms that would overhaul post-compulsory education with the objective of making the sector more effective, and thereby meeting the wider objective of creating a more productive workforce. One of the many reforms was to introduce a system of inspection by placing FE into Ofsted’s remit. The new reform prompted FE colleges, for the first time, to implement their own institutional policies of observing teaching and learning (OTL) in order to prepare for impending inspection by Ofsted. This article examines the implementation of the policy of OTL, with a focus on one college of FE, and scrutinises its effects on the sector.  相似文献   

16.
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold.  相似文献   

17.
This paper describes teacher educators’ understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students’ language use and provide better support for knowledge construction. Personal practical knowledge originates from teachers’ professional practice and is based on their past experience, current awareness and future expectation. Data from focus group interviews with teacher educators (N = 35) were used for content analysis. Findings demonstrate an emerging conceptualization resulting in two language modalities of personal practical knowledge, specified as: ‘language-sensitive and interpersonally oriented’ and ‘language-focused and pedagogically oriented.’ The insights contribute to building a professional practical knowledge base of language and communication-oriented teaching.  相似文献   

18.
One of the distinctive features of the English encounter with mass higher education has been the uncertain and ambiguous role of further education colleges as providers of undergraduate education. Both before and during the major expansion that marked the shift to a mass scale of higher education in England, the higher education offered by colleges in the further education sector was commonly regarded as a residual or ancillary activity; its courses mostly at levels below the first degree and its growth in numbers among the slowest in higher education. In the period that followed, these same colleges were accorded a special mission in the delivery of short‐cycle undergraduate education and, through their involvement in foundation degrees, were expected to lead a large part of the expansion in future years. The elevation of this provision, from a zone of ‘low’ or no policy to one of ‘high’ policy, has coincided with a radical reform of the planning, funding and quality arrangements for post‐compulsory education. Under conditions less than favourable to the achievement of their higher education goals, colleges remain the responsibility of one administrative sector and higher education institutions the responsibility of another.  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.
ABSTRACT

During the 25 years since Incorporation, when further education (FE) colleges were taken out of local government control, FE in England has been shaped by processes of marketisation to become a competitive national sector that has increasingly diverged from the more ‘collaborative system logic’ of the other three countries of the UK. However, following recent government reforms, FE in England appears to have reached a crossroads with the opportunity to participate in a more collaborative skills-based landscape at the local and sub-regional levels. This article brings together evidence from historical and international comparative system analysis, a series of UK-wide seminars and in-depth research on the Area-Based Review of FE colleges to assess the strategic direction of FE in England at this critical juncture. We argue that English FE providers can take advantage of these trends to make a transition from a reactive, competitive national sector towards a more collaborative, regional and sub-regional system focused on inclusive economic and skills development. The article concludes that the potential for cross-UK policy learning depends on whether FE in England gradually transitions towards a more collaborative future that could bring it closer to FE and skills systems in Scotland, Wales and Northern Ireland.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号