Search results for: Education policies
Page 4/20 195 items
The education system suffers from a tendency to be pulled in two opposing directions. On the one hand, the 21st century demands constant innovation and change as a way of life. On the other, the education system tends to eschew changes that are liable to trigger crises in its smooth organization. Today's world is based on the ideology of constant change. The education system has to present the public with constant invention and change, and all educational administrators and educators are obliged to continually present their latest innovations. Conversely, public education is the most successful revolution to have occurred in the last 300 years. Like any other successful revolution, it tends to conserve the existing situation and not rock the boat. The revolution, which began in the 17th century, is still going strong. It can be described as public education gaining control of the world.
Updated: Dec. 16, 2015
Using Evidence for Teacher Education Program Improvement and Accountability: An Illustrative Case of the Role of Value- Added Measures
In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and program improvement. They focus on examining whether differences in teacher value-added scores exist by type of teacher preparation institution attended and years of teacher experience.This study shows that there is potential in using value-added models as an additional form of evidence that can inform our understanding of the effectiveness of teacher preparation programs in producing teachers who can positively affect student learning. The authors concludes by arguing for collective responsibility among teacher education institutions, professional organizations, and state and local agencies as they respond to the demand for increased accountability.
Updated: Dec. 16, 2015
This paper presents a study on the development of the Finnish National Core Curricula for Basic Education (NCC), published in 1985, 1994 and 2004. This study aimed to extend the understanding of the role of the core curriculum in promoting literacy education. The analysis reflected on the basis of Finnish literacy education resting on curricula over 25 years old. The six changes in approach detected in curricula content over 30 years reveal that the educational orientations to literacy curricula have developed alongside the contemporary policy strategies and pedagogical trends of responding to increasingly complex diversity within schools. The author concludes that teacher education needs to focus on preparing teachers for future-oriented, proactive curriculum design.
Updated: Nov. 24, 2015
The prime focus of the article is on presenting changes in teacher education from 1974 to the present day, against the backdrop of key political and social forces. It reviews the long attempt to transform teacher education in Thailand. The author concludes that at present, Teaching and Teacher Certificates, together with their respective approval processes, have been operated under the Teacher Council of Thailand (TCT)’s close supervision throughout Thailand. The author argues that to be effective as a Thai teacher, one must not only yield uncritically to TCT’s standards, but must also be able to engage wholeheartedly in the field research that relates their knowledge on pedagogic principles to the understanding of Thai education and social issues.
Updated: Nov. 17, 2015
This paper seeks to analyse some key features of contemporary teacher professional learning policies in terms of the underpinning purposes of education, in an attempt to make more explicit the purposes and potential implications of particular policy choices. The analysis draws on literature related to the fundamental purposes of school education, highlighting three broad, but distinct categories of “purpose”: the socialisation function; the development of human capital; and “subjectification” which focuses on individual creativity.
Updated: Oct. 13, 2015
This article aims to describe a major revision process to the early childhood teacher education program at a 4-year university. The authors describe their teacher education program as it was configured 2 years ago and as it exists today after major change efforts, highlighting the purposes and desired outcomes of these changes. They have conceptualized this journey as both a revision of the program and a re-visioning process. They focus on their attempt to integrate the intentions underlying policy and standards changes into their work in preparing teachers for the full range of early childhood program auspices, as well as for any and all of the children who are enrolled in them.
Updated: Oct. 08, 2015
The authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. They urge teacher education programs and teacher educators to reclaim their crucial role in driving education discourses rather than submitting to mandates based on flawed ideological assumptions about teaching, learning, children, and communities. By critiquing and problematizing minimalist and flawed assumptions driving education policy, teacher education programs can shift the focus back to advocating for what is relevant and meaningful to the communities they serve.
Updated: Sep. 01, 2015
Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs
This article describes the number of states with state policy that requires pre-service teachers to receive instruction in evidence-based classroom management practices. It also describes the extent to which teacher preparation programs provide this instruction for pre-service teachers. The results of this review indicate that although effective classroom management practices have been identified, a significant gap exists between the effective classroom management research base and requirements for teacher training.
Updated: Jul. 30, 2015
Reforming Teacher Education in the Context of Lifelong Learning: The Case of the BEd Degree Programme in Ireland
This article argues that a reform of the BEd degree programme ought to be informed by the philosophies and practices of lifelong learning. This could be achieved by introducing students to the theories of lifelong learning, by teacher educators modelling best practice in lifelong learning and by student teachers acknowledging that initial teacher education is just the first step in the continuum of professional teacher education.
Updated: Jul. 15, 2015
Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy
This article examines who counts as an “authority to speak” on professionalism in the educational field. This article uses Foucauldian archaeology as a rigorous method to examine the shaping of discourse and acknowledges other writers who have ventured into Foucault’s toolbox to borrow one or two of his gadgets. Then the archaeological method is utilised to overview significant voices of authority from the enunciative field of professionalism and professional standards, the latter now a key strategy globally for enhancing professionalism. The authors conclude by arguing that policy needs to utilise such trustworthy evidence by listening to teachers’ and academics’ voices for a “new” and “enacted” reflexive professionalism.
Updated: Jun. 17, 2015