Search results for: Ell Fiona
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This article examines the challenges and the promises of complexity theory as a framework for teacher education research. One purpose is to elaborate the basic tenets of complexity theory, summarize its previous uses, and identify key challenges. A second purpose is to propose a new research platform that combines complexity theory with critical realism (CT-CR) and prompts a new set of empirical questions and research methods. This article concludes that the combination of complexity theory and critical realism offers a unique platform for teacher education research, which has theoretical consistency, methodological integrity, and practical significance.
Updated: Nov. 08, 2016
This research addressed the question: What aspects of teacher candidates’ practice do we pay attention to when we are judging their readiness to teach? The findings suggest that there is broad agreement amongst the judges as to what the cues are in judging readiness to teach, that comparable weight is given to these cues and that judges use more than one type and source of evidence when making their decisions. The judges see multiple aspects of a teacher candidate’s performance as relevant to their decisions. The findings show that these participants were thoughtful and careful about how they made their decisions, used a range of evidence sources and types to back up their choices and could articulate what they thought was most important in teacher candidates’ performance.
Updated: Jun. 22, 2015
Three research instruments were designed to explore how mentors judge readiness to teach during final practicum placements. This article describes the three instruments. It discusses how the three tasks worked as ways to understand how people judge readiness to teach and as ways to develop mentors’ judgement making.
Updated: Jun. 10, 2015
This article examines how primary school mentor teachers made their decisions regarding teacher candidates' practicum performance. The mentor teachers’ explanations for their decisions gave the authors access to their ‘cue utiltisation validities’ - how they used the cues they identified. Within the participant group some appeared to emphasise personal attribute dimensions, other professional practice dimensions; for others it was difficult to determine a preference. There was, however, evidence that the mentors did not emphasise one thing to the exclusion of the other cues with weaker cues being used to moderate their decisions. Overall, the judgment-making in this study was considered, careful and reasoned e and widely variable. There was also some evidence of internal dissensus for individual mentors, leading to confusion around assessment of TC practice.
Updated: Jun. 03, 2015
The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators.
Updated: Aug. 26, 2013
The author explains how the context of New Zealand's historical cultural and political climate affects practice and discusses the current direction of teacher education. Teacher education in New Zealand, as in many countries, has been subject to regular review and calls for reform in recent decades. Two current key documents considered the direction of teacher education in New Zealand: Approval, review and monitoring processes and requirements for initial teacher education programmes of the New Zealand Teachers Council and the other document issued by the Ministry of Education.
Updated: Jun. 03, 2013