Search results for: Professional practices
Page 1/2 12 items
The author believes teacher education is located on the borderline of both teaching and research. In the following, the author will explain this statement, reviewing teacher educators’ vulnerabilities in each role. Finally, she will claim that this borderline position has a potential of becoming a resource for innovation. The author argues that teacher educators can be brokers of change. Located at the border between teaching, research and policymaking, they have the opportunity to be part of each profession, experiencing the other two’s perspectives, expectations and criticism.
Updated: Dec. 16, 2018
In this article, the author argues that we live in a postmodern world in which the pace of the change accelerates daily. The Western world experiences a“crisis of education', in which schools become more irrelevant than ever to real life and teachers lose their authority and influence on the children's lives. This crisis should be addressed by a responsible professional educator, who questions the moral basis of the society and suggests that solidarity and communality are no less significant than individuality, privatization and competition. The author had initiated a teacher education program whose aim is to promote this vision in prospective teachers. ACE [Active-Collaborative-Education] is a teacher education program for post-graduate students conducted in Kaye Academic College of Education in Beer-Sheva.
Updated: Jun. 20, 2016
This Bernsteinian analysis conceptualizes No Child Left Behind legislation in the United States as a recent and deliberate shift towards a “performance” model of official pedagogic discourse. The paper posits that this shift carries the capacity to fundamentally alter teachers' professional practices and identities
Updated: Jan. 12, 2010
Teachers as Professionals and Teachers’ Identity Construction as an Ecological Construct: An Agenda for Research and Training Drawing upon a Biographical Research Process
This article aims to present the construction of teacher identity as a subjective dimension of the process of teacher professionalisation, viewing it as an ecological construct. To this end, the article presents the results of research carried out during the 1990s and the early twenty-first century, in order to shed some light on the dynamics inherent to each of the levels of analysis and the interactions which are established between them. The article concludes with a discussion of the advantages of this approach for teacher training and research.
Updated: Jan. 12, 2010
Research indicates that empowering future teachers as reflective professionals requires teacher education programmes to structure learning experiences that model reflective practice and facilitate the development of engaged learning communities. Through case study research this group of preservice teachers was able to gain a contextual understanding of early adolescents that not only impacted their perception and understanding of the target age group, but also allowed them to negotiate their preconceptions.
Updated: Dec. 09, 2009
How Engagement with Research Changes the Professional Practice of Teacher-Educators: A Case Study from the Welsh Education Research Network
This article provides an analytical account of one research group of teacher-educators funded by The Welsh Education Research Network (WERN). The case study describes the research activity of the group and the views of its members on its impact for their professional practice. Finally an analysis of the findings concludes that engagement with research has resulted in positive changes to the knowledge, skills and critical awareness of the teacher-educators which has in turn brought benefits to the learning of their students.
Updated: Nov. 10, 2009
The wicked and Complex in Education: Developing A Transdisciplinary Perspective for Policy Formulation, Implementation and Professional Practice
The literature on 'wicked issues' does not fully recognize the difficulties with reflective practice and that in education which extols reflective practice, is not aware of the 'wicked' nature of the problems which confront teachers and schools. The article argues for a fresh understanding of the underlying nature of problems in education so that more appropriate approaches can be devised for their resolution. The article also examines the implications for those involved in policy formation, implementation and service provision.
Updated: Nov. 09, 2009
Articulation and Re-Articulation: Development of A Model for Providing Quality Feedback to Pre-Service Teachers on Practicum
This article describes a model developed after conducting an action research study requiring critical reflection on the practice of giving feedback to student teachers on professional teaching practice. The article sets in place a useful framework that simplifies the different stages of the feedback process.
Updated: Jun. 01, 2009
Exploring Prospective Teachers' Critical Thinking: Case-based Pedagogy and The Standards of Professional Practice
This qualitative constructivist research study examines how concurrent Education undergraduate students made sense of the complex dilemmas inherent in the cases and in particular, the factors that influenced their critical thinking processes. The article identifies three core categories that emerged in participants' critical reflections.
Updated: Mar. 26, 2009
This study is designed to report the use of action research for the development of early years professional practice by analyzing the pre-project and the post-project video-filmed teaching events. The finding was that action research might support knowledge development in the teacher profession.
Updated: Oct. 05, 2008