Section archive - Trends in Teacher Education
Page 3/32 311 items
Venture Philanthropy and Teacher Education Policy in the U.S.: The Role of the New Schools Venture Fund
The present paper explores the growing role of venture philanthropy. It also investigates the ideas of educational entrepreneurship and disruptive innovation in influencing the federal and state policies and practices in teacher education in the United States. The authors reject the position that the USA government should invest in the current system of teacher education in order to increase the capacity of the existing institutions that currently prepare teachers. They also disagree with the position that the current teacher education system should be replaced by an alternative based on deregulation and privatization. They suggest the need for transformation in the present system of teacher education, which will improve the quality of teacher education programs. They suggest focusing on helping student teachers learn to enact teaching practices that will promote student learning.
Updated: Oct. 15, 2017
This paper highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers.
Updated: Aug. 13, 2017
Integrating the Ontological, Epistemological, and Sociocultural Aspects: A Holistic View of Teacher Education
In this paper, the author argues that a holistic and interdependent view of these aspects is needed. Thus, this paper aims to explore the process of teacher learning from a holistic perspective. Through deliberative discussions and selection, 13 ‘good’ teachers were interviewed in this study. The findings indicate that there may be a two-stage pattern (the II-VA model) that describes two different sorts of teachers. The first sort refers to those teachers who developed strong identities before beginning their teaching service and who tended to have a clearer educational vision which had a direct impact on their practices and professional development. As for the second sort, the teachers’ identities were vague in their first years of teaching, but their professional identities gradually developed within the referential community with affective and professional functions.
Updated: Aug. 09, 2017
This article investigate teacher educators’ views of current trends and their consequences for teacher education futures. The findings reported give voice to the expert participants. The data were then used to develop the discussion which comprised two scenarios. Two major fields of change are identified here and these are used to imagine different futures through the use of a two-dimensional model. The two major fields identified from the discussion are a continuum on location of teacher education, from school based to university based, and a continuum on autonomy and regulation, ranging from high government regulation to self-regulation by the profession.
Updated: May. 07, 2017
This article discusses changes over the last 40 years in teacher education in the USA. These changes have resulted in two very different strategies for improving the preparation of teachers and in substantial inequities in the distribution of the teaching force.
Updated: Feb. 23, 2017
South African Teacher Voices: Recurring Resistances and Reconstructions for Teacher Education and Development
This article will focus on the shifts in discourses about teacher education and teacher voice within the South African research and policy environment over the last four decades. The alignment of the political and educational agenda in providing resistance to the apartheid system culminated in 1994, the start of the new democracy.
Updated: Feb. 23, 2017
21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development
In this paper, the authors briefly address persistent and unresolved challenges. They identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities.
Updated: Jan. 30, 2017
The present article traces the key periods, players and events which have contributed to the shaping of the current landscape of teacher education in Scotland. The authors examine ebb and flow amongst General Teaching Council for Scotland (GTCS), government, colleges of education and universities. The authors conclude that the rate of change in Scotland is often glacial, with two major factors contributing to that, the conservatism of the teacher unions and indirectly of the GTCS on which these unions have a majority. However, Scotland is now committed to a career-long process of professional learning with periodic review of individual teacher progress and is moving towards a profession which is qualified to postgraduate Master’s level. In all of this, the teacher education faculties in universities play a part, in partnership with schools and local authorities.
Updated: Jan. 18, 2017
Globalisation and Internationalisation of Teacher Education: A Comparative Case Study of Canada and Greater China
This paper begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors.
Updated: Jan. 02, 2017
This paper examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014. It also explores the ‘fitness of purpose’ of the current system of preparing teachers for the classrooms of the twenty-first century. This historical analysis suggests that, despite 40 years of change in ITE, there are still a number of unresolved issues in ITE.
Updated: Dec. 05, 2016