International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Loughran John
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10 items
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Based on an in-depth study of a large number of teachers at one school, this paper begins to unpack the participants’ views about and the expectations they hold for their professional learning.
Data were collected over two school terms through several focus group interviews reaching approximately two-thirds of the staff.
Analysis of the data sets led to identification of themes used to categorise teachers’ perceived areas of developmental need (e.g. special needs, wellbeing, etc.) and what would be required to address these needs (e.g. time, collaboration, etc.).
Findings indicate that what teachers receive to support their professional learning is not always what they want or value.
Their aspirations regarding their professional learning needs tend to be more informed by their own beliefs about learning and teaching rather than more global, systematic or operational requirements.
Published: 2020
Updated: Jan. 11, 2022
2
This paper describes some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices.
Published: 2014
Updated: Mar. 29, 2016
3
This article explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge over the course of a semester’s study in a science methods course.
The results illustrate real possibilities for ways of enhancing student teachers’ ongoing professional learning in teacher preparation and offer a window into how the nature of Pedagogical Content Knowledge in pre-service education might be better understood and developed.
Published: 2012
Updated: Mar. 21, 2013
4
This article explores how the changes in teacher education in Australia have influenced teacher educators' identity as a professional group. This paper is based on the observations and experiences of the author, who has been teacher educator for the past two decades. The author concludes that the challenge now is for teacher educators to raise their profile in the academy by positively addressing the endemic uncertainty of knowledge of practice through an explication of their pedagogy of teacher education.
Published: 2011
Updated: Dec. 26, 2012
5
This article reports on a study which sought to understand the experience of teachers who have responsibility for leading professional learning in their schools. The first part of the article describes the Leading Professional Learning program designed by Monash University. The program aimed to build teachers’ capacity to lead professional learning within their school settings. The second part of the article analyses the cases written by program participants. The analysis reveals important facets of the relational and emotional dimensions of leading professional learning in schools.
Published: 2010
Updated: Aug. 21, 2012
6
Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. The author claims that a good story can carry important messages and information about teaching, so that other teachers might be able to implement a similar approach in their own classrooms. However the author would suggest that in terms of development of knowledge, thestories alone are not enough. The author concludes that the stories of these teacher educators' work are helpful, but the learning derived from their researching of their practice that leads to the production of new knowledge of teacher education practices.
Published: 2010
Updated: Feb. 06, 2011
7
This article considers the professional development of 75 primary and secondary teachers in Melbourne, who had been charged with the responsibility of leading the professional learning of their colleagues in their schools. To support these leaders in their roles, the Victorian state government’s Department of Education applied to the Pedagogy and Professional Learning Research Group at Monash University to develop and implement an appropriate Professional Learning program. The participants in the program reflected on their learning through the formalised process of case writing. The article offers insights into the journey of these educators of teachers as they have developed deeper understandings of what it means to be a teacher educator.
Published: 2010
Updated: Apr. 06, 2010
8
The purpose of this article is to lead to a better valuing of teaching through an exploration of the notion of teaching as a discipline. Through a review of the diversity of views of disciplines - and education as a discipline - as described in the literature, the article considers the consequences of conceptualizing teaching as a discipline. These consequences are significant not only for teaching itself but also for teacher education.
Published: 2009
Updated: Jul. 15, 2009
9
The authors explore the possibility of understanding teaching as a discipline in its own right, rather than as a domain that is ancillary to the many academic disciplines. While teaching looks easy and is widely regarded as easy, the image of teaching as transmission and the perspective of technical rationality mask the many ways in which challenging and engaging teaching represents a highly disciplined view. When extended to teacher education, the perspective of teaching as a discipline sheds powerful light on longstanding frustrations reported by those learning to teach.
Published: 2007
Updated: Jan. 26, 2008
10
The article explores the topic of self-study, and how it is conducted and reported. The authors make an argument for the need for learning through self-study and its documentation, so that it may be accessible to others and meaningful for other preservice teachers and teacher educators. Although the term self-study suggests singular and individual research, the data, research methods, and ideas may contribute greatly to a deeper understanding of the relationships between teaching about teaching and learning about teaching.
Published: 2007
Updated: Jan. 07, 2008