International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Trends in Teacher Education
Page 12/32
313 items
111
Thispaper develops the idea that IOs, and particularly the Organisation for Economic Co-operation and Development (OECD), have had significant policy influence within the context of education policy development in the European education space. The article focuses on an examination of the OECD’s Programme for International Student Assessment (PISA) and the more recent Programme for the International Assessment of Adult Competencies (PIAAC) in order to discuss processes of problematisation and normalisation of the notions of ‘skills’ and ‘competencies’ by the two major European IOs, the OECD and the European Commission. The article examines the ways both concepts have turned into a policy problem in need of soft governance through new data, standards and policy solutions.
Published: 2010
Updated: Jan. 25, 2011
112
This paper describes the networks of experts involved in the fabrication of indicators and benchmarks supporting the Open Method of Coordination led by the European Commission. In studying international expertise ,the article explores the policy borrowing process and the transfer of knowledge between several agents and institutions at global level.
Published: 2010
Updated: Jan. 25, 2011
113
The goal of this paper is to denaturalize the European Qualifications Framework (EQF) discourse through a discursive reading of the EQF policy and a review of research on national qualifications frameworks in a number of primarily Anglo-Saxon countries. The author argues that the EQF policy is not neutral, nor is there evidence to substantiate the claim that the EQF is a case of policy learning from ‘good practice’.
Published: 2010
Updated: Jan. 23, 2011
114
The current paper highlights of the improvement and convergence of the goals for education and training systems in the knowledge and learning society. The critical case of teacher education is then analyzed within the European Higher Education Area. The key European priorities of mobility and intercultural, multilingual competences in teacher education have been taken into account within the framework of an integrated, flexible curriculum.
Published: 2010
Updated: Jan. 23, 2011
115
In this article, the authors use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students. This project took place in a classroom of nine- and ten-year-old ELLs on the west coast of Canada. The project stimulated discussions among the children about why Punjabi was not taught in a school where the majority of the children came to school speaking the language and why there were not more dual-language resources in the school. These results are important and challenge dominant schooling practices. This project also emphasizes the ways in which the use of multimodal technologies opens up classroom space for bilingualism.
Published: 2010
Updated: Nov. 23, 2010
116
In this article, the author draws on qualitative research conducted with Palestinian American high school students to explore school as a key site for nation building.
The author describes how U.S. nationalism and national identities are produced collectively within and through everyday racialized and gendered discourses and practices inside one school.
Furthermore, the author examines the ways these productions of everyday nationalism articulate with U.S. imperial ambitions in relation to the war on terror.
The author argues that legal citizenship did not protect the Palestinian American youth in this study from being seen and treated as outsiders.
The authors concludes with recommendations for educating teachers.
Published: 2010
Updated: Nov. 23, 2010
117
This paper examines youth mobilities in three geographic and socio-economically diverse Swedish contexts. This article draws attention to the fact that geographical mobility, as a form of human agency, is closely related to social mobility and hence to both spatial and social inequalities. Using life-history interviews and statistical data, the article examines how space, class and ethnicity are related to education and social inclusion and exclusion as young people are spatially situated yet move, desire to move, dream about moving, seek to move and fail to move, as they migrate through, in and out of social communities.
Published: 2010
Updated: Oct. 29, 2010
118
This paper deals with the negotiation process deciding the institutional organization of vocational special needs education and training in Finland. Traditionally, the state has been a strong actor in organizing vocational special needs education in Finland. At the beginning of 2009, however, all five state-maintained vocational special schools were administratively merged with vocational special schools of non-governmental not-for-profit organizations. The article focuses on research that has documented the change process in three former state schools by visiting the schools, gathering ethnographic data and interviewing the head teachers about the process.
Published: 2010
Updated: Oct. 29, 2010
119
This paper outlines and discusses a set of related developments in the governance, reform and privatisation of knowledge production in the field of education policy. The article argues that knowledge about, performative knowledge, and knowledge for leadership knowledge are key facets of the new governance and ongoing reform of public sector education. However, they are increasingly created and sold to governments by private sector and philanthropic organisations. Increasingly the idea of a public/private divide in education is redundant.
Published: 2010
Updated: Oct. 29, 2010
120
The gap between pedagogical thought and educational research has achieved grand proportions. The ideal of mutual profit between the two realms is now arguably simplistic, naïve, and functional.
Published: 2010
Updated: Oct. 29, 2010