International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Educational change
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207 items
61
This article reports on an interview study that explored how teacher educators across different disciplines anticipate the work that must be done to produce critical professionals to teach the new Australian curriculum. The authors summarize the differences indicated across the four curriculum areas sampled: English teacher educators seemed mostly concerned about political interference in educational matters; history teacher educators seemed mostly concerned about the status of knowledge in the proposed curriculum; a maths educators had concerns around the rationale for selection of curricular content; and science educators were concerned about personal relevance and the pedagogical implications of over-selection of content. More
Published: 2012
Updated: Jul. 01, 2013
62
The author presents a curriculum-theoretical instrument, which allows a systematic analysis of the structure of curricula. This instrument was developed based on German curricula, a country in which a large-scale educational reform was set in motion involved the adoption of new curriculum types. More
Published: 2012
Updated: Jun. 26, 2013
63
This paper examines issues relating to governance and the reform of public policies in the European Union. The author suggests that a managerial agenda for change is developing, seeking to amplify the space for marketisation and control in the educational sphere.
Published: 2012
Updated: Jun. 25, 2013
64
The author explains how the context of New Zealand's historical cultural and political climate affects practice and discusses the current direction of teacher education. Teacher education in New Zealand, as in many countries, has been subject to regular review and calls for reform in recent decades. Two current key documents considered the direction of teacher education in New Zealand: Approval, review and monitoring processes and requirements for initial teacher education programmes of the New Zealand Teachers Council and the other document issued by the Ministry of Education. More
Published: 2011
Updated: Jun. 03, 2013
65
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. More
Published: 2012
Updated: May. 29, 2013
66
The author argues that apart from increased visibility, what the Programme for International Student Assessment (PISA) has brought to education systems in Europe is interdependence. This is because one of the effects of comparison is that it creates representations of educational realities. Furthermore, comparison takes those previously separate and disparate pieces and brings them together into a whole, into one single entity – in the case of PISA, the league table, the report, the speech and so on. More
Published: 2012
Updated: May. 29, 2013
67
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions. More
Published: 2011
Updated: May. 08, 2013
68
This research project examined how elementary teachers in one Canadian school district were handling implementation of a new social studies curriculum over the 2009–10 school year, three to five years after they experienced a formal district-level program of professional development. The findings suggest that effective professional development needs to be based on teachers’ needs; involve active learning, collaboration and modeling; be supported by a culture of learning in schools; and considerate of teacher resistance to change. More
Published: 2012
Updated: Apr. 24, 2013
69
This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. This study shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as ‘boundary brokers’ are crucial in teacher learning. More
Published: 2012
Updated: Mar. 24, 2013
70
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. More
Published: 2011
Updated: Mar. 18, 2013