Search results for: Education principles
Page 1/2 12 items
What – If Anything – Do Standards Do in Education? Topological Registrations of Standardising Work in Teacher Education
This article is interested in the doings of educational standards. Accordingly, the authors follow a strange and peculiar thing and traces how it gets to work in localised practices. Building on Bruno Latour’s exercises of socio-technical analysis, various modes to register and describe these practices are being put to the test.
Updated: Jul. 23, 2014
In this article, the author argues for a broader understanding of globalization and its effects and point to some implications that this has for teachers and teacher educators. The author concludes with nine tasks in which critical analysis in education and teacher education must engage.
Updated: Mar. 18, 2013
By using elements from cultural studies of cartography as well as sociology and the philosophy of science, this article claims that the analogy of cartography and evaluation can open novel vistas for contemplating the relationship between the world of education and its scientific representation. The analysis shows how evaluation as the mapping of the reality of education brings distant objects near, onto a homogeneous, stable plane.
Updated: Feb. 27, 2013
This article discusses how teachers conceptualize their pedagogical principles which they perceive to be personally important. 362 class teachers of the fourth grade and 1989 subject teachers of the seventh to ninth grade answered a a questionnaire. The results of this study reflected the change from transmission to transaction pedagogy and shows that they have learned their lesson in the sense that both pupil-centeredness and constructivist learning preference are present in their pedagogical thinking and also action.
Updated: Nov. 19, 2012
In this article, the authors interviewed twelve expert teacher educators to explore their understanding of the concepts of meaning-oriented learning and deliberate practice. These concepts may be expected to promote student teachers’ continuous professional development. The authors were also interested to explore the pedagogies which stimulate these experts in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning.
Updated: Jul. 30, 2012
The purpose of this article is to specify the grounding concepts and principles that should inform a contemporary emancipatory education. Hence, the article describes two central principles for a renewed emancipatory pedagogy across educational contexts: the recognition of an essential equality between students and teachers and a liberatory agency that uncovers and builds on students' effectivity as beings against domination. This article has important implications for educational researchers and practitioners concerned with social justice, transformation, and the struggle against oppression.
Updated: Nov. 23, 2010
This paper argues that the stifling of innovation in teacher education has threatened the vitality of the field. This paper encourages a pluralistic approach to teacher preparation that the author believes holds promise for revitalizing the field of teacher education. The article argues that a pluralistic approach to the revitalization of teacher education must be based on the understanding that there is no one best way to prepare teachers. It highlights an innovative approach to teacher education taken by nonuniversity providers that could tailor their programs to address the needs of particular schools, districts, or regions.
Updated: Mar. 14, 2010
This article describes the Boston Teacher Residency (BTR), a comprehensive teacher recruitment, preparation, and induction program created by and housed in an urban school district, the Boston Public Schools (BPS). The article argues for several core principles in the creation of such a program: a) the program serves the school district, b) the program is structured to blend theory and practice, c) the program emphasizes the selection, recruitment and support of the mentor teacher and treats the mentors as teacher educators, d) the program creates an aligned set of induction supports which extend for the first three years of the new teacher’s career, e) the program treats student achievement as its ultimate outcome.
Updated: Mar. 02, 2010
Making Blended Instruction Better: Integrating the Principles of Universal Design for Instruction into Course Design and Delivery
Online instruction in general and blended instruction in particular have gained a sizable and permanent foothold in postsecondary educational environments. In addition, student diversity has become the norm. The purpose of the present article is to demonstrate the convergence of blended instructional techniques with the Universal design for instruction, which provides faculty with a unique opportunity to address the needs of a diverse student population.
Updated: Nov. 18, 2009
Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed. This article sketches what teacher education in the US can do to advance equity and democracy in five areas: recruitment and admission, early fieldwork, professional coursework, student teaching, and on-going professional development.It concludes by emphasizing the importance of collaborating with underserved communities as a way of pushing back against neoliberalism.
Updated: Jan. 19, 2009