Search results for: Social change
Page 1/2 12 items
The authors discuss the dynamic interaction between global policy and knowledge flows in Hungary and Romania. The authors paid special attention to the appropriation of post-bureaucratic regulation tools and the structural changes enhanced by the knowledge transmitted by the Programme for International Student Assessment (PISA) survey. The authors conclude that the international comparative framework of PISA offers an opportunity to elaborate a differentiated perspective on post-socialist education systems and governance strategies.
Updated: May. 29, 2013
This article describes a project which was designed to examine how teacher preparation programs address LGBTQ-related course content, attitudes toward gender identity and sexual orientation, and their ability to teach about LGBTQ lives and communities. The authors conducted an electronic assessment of all 57 Illinois teacher education programs. The authors found that their report generated a dialogue on campuses among faculty, among teacher education and other departments within the university, and among students, faculty, and administration.
Updated: Oct. 15, 2012
This historical study traces the influence of John Dewey on the discourse of civic and social education during the formative years of the progressive education movement by focusing on the received Dewey. The author focuses qualitatively on the various ways in which Dewey was cited and used by leading and lesser-known civic and social educators during the formative years of the American curriculum, with particular focus on uses of Dewey to support social efficiency and social justice. In the tradition of historiography, the findings are reported in a chronological narrative.
Updated: Oct. 23, 2011
‘It’s Getting Me Thinking and I’m an Old Cynic’: Exploring the Relational Dynamics of Mathematics Teacher Change
This paper investigates the relevance of actor-network theory to understanding teacher change in mathematics education by considering a single teacher change narrative. The article is centered on a veteran teacher of mathematics who participated in a teacher led, teacher-educator-supported professional development project. Three conceptual tools appropriated or adapted from actor network theory are used to describe and analyze features of this teacher narrative.
Updated: May. 26, 2011
In this article, the author focuses on the changing roles of pre-service teachers, mentor teachers, school coordinators and academics involved in professional experiences. The author draws on a number of studies that have investigated professional experiences which have been framed around the notion of learning communities.
Updated: Mar. 17, 2011
The current research focuses on Estonian university students' emerging teacher identity and their interest in becoming teachers. Five hundred and sixty-five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential.The article elaborates the pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society.
Updated: Aug. 01, 2010
The goal of this article is to understand, by way of a life history, how globalization impacts the working class in a developing nation. The concept of globalization and the method of life history seem diametrically opposed. The author takes issue with the idea that the two concepts are incompatible and instead suggests that life history affords a way to come to terms with globalization that is often missing from large cross-national studies. The author has used life history as a way to understand how one Malaysian low-income working-class youth sees himself in a time fraught with change and ambiguity, and by doing so, hopefully have shed light on how we might employ life history to understand how education is being changed by globalization.
Updated: Jul. 13, 2010
Conceptions and Knowledge about Childhood in Initial Teacher Training: Changes in Recent Decades and Their Impact on Teacher Professionality, and on Schooling in Childhood
This paper looks at changes in the conceptions of childhood in recent decades, and their contribution to the understanding of the sociabilities and subjectivities that are moulded in school, and how these relate to teachers' initial training. The results are given of a study on conceptions of childhood, expressed in or related to the initial training of teachers in the 1st Basic Education Cycle (CEB), in Portugal since April 1974.
Updated: Dec. 21, 2009
The paper discusses practitioner inquiry in a South African context. It begins by outlining the changing policy context in the country, particularly since the advent of democracy in 1994. The paper investigates some issues and dilemmas arising from this context, including considerations of why teachers do research, and what promotes and hinders research in schools. The implications of these changes for practitioner inquiry are then discussed.
Updated: May. 18, 2009
Participatory Action Research: Contributions to the Development of Practitioner Inquiry in Education
Participatory action research (PAR) provides a framework for recapturing the potential of practitioner inquiry to bring about meaningful change. In this article, the authors briefly address the origins, purposes, values, and unique aspects of PAR. They then identify some of the contributions PAR can make to the common goal of improving educational practice and contributing to positive change in life.
Updated: May. 14, 2009