Search results for: Beach Dennis
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Changing Professional Discourses in Teacher Education Policy Back towards a Training Paradigm: A Comparative Study
This article is based on a comparative teacher education policy analysis in two countries: Sweden and England. The authors were interested to compare recent changes in two particular systems. In particular the authors are concerned with what may be termed education theory and professional scientific knowledge, which they define as content from the scientific study of the field of education practice in the education disciplinary core or in supporting disciplines within this policy development. The authors suggest that higher education teacher educators would have become trainers and mediators of Government policy, who understand their role as supporting professional work by offering principled guidance on classroom practice that is, at best, pre-digested theory.
Updated: Apr. 20, 2016
Teachers’ Implicit Theories of Intelligence: Influences from Different Disciplines and Scientific Theories
This study aimed to investigate if teachers within different disciplines hold different beliefs about implicit theories of intelligence and secondly to provide a better understanding of the scientific theories of intelligence in relation to the implicit. The authors also investigated if preferences for implicit theories of intelligence have anything to do with age or experience among teachers. The findings revealed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. The results from this study also show that (1) older and more experienced teachers and (2) younger and less experienced teachers had a stronger preference toward entity theories of intelligence.
Updated: Jul. 28, 2015