Search results for: Teaching as a discipline
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In this article, the authors analyses the history of teacher education in Australia from 1974 to the current policy moment. Teacher education is, and has been, a highly scrutinised domain in Australia. Since the 1970s, teacher educators have seen more than 100 reviews of teacher education in Australia, with another one recently announced in 2014. The author discusses three phases in the growth and development of teacher education in the past 40 years by considering the ways in which teacher education (and teaching) has been thought about at various points in time and analysing the related policies for funding governance and regulation.
Updated: Dec. 23, 2015
Teacher Educators' Perspectives on the Implementation of Beginning Teacher Standards for Physical Education in Ireland: Developing and Regulating the Profession?
The current study examined teacher educators' perspectives on how the Beginning Teacher Standards for Physical Education could be implemented. This study also considered the possible impact on the profession within the discourses of power. Participants suggested that the teaching standards could serve as a developmental tool to guide individual teacher education programmes and beginning teachers as well as an assessment function to support quality assurance and to hold programmes accountable.
Updated: Jan. 14, 2015
A “More General Crisis”: Hannah Arendt, World-Alienation, and the Challenges of Teaching for the World As It Is
This article is a philosophical analysis which explores the concept of world estrangement in Arendt’s analysis of the crisis in education. The author explains what Arendt means when she contrasts an education for the world with an education for life. The author also shows how, in light of the deep philosophical and material roots of world-alienation, orienting teachers toward the world and away from a preoccupation with the concerns of “life” will demand a rethinking of the core of the teacher education curriculum.
Updated: May. 25, 2010
Seeing Teaching as A Discipline in the Context of Preservice Teacher Education: Insights, Confounding Issues, and Fundamental Questions
Analysis of the authors' own experiences teaching in preservice teacher education programs leads them to a range of insights, issues, and questions associated with the potential of seeing teaching as a discipline. The authors close by considering the role of parody and paradox in making it difficult to see teaching as a discipline and by calling attention to the importance of interrogating our acts of teaching.
Updated: Jul. 21, 2009
Learning to Think Like A Teacher Educator: Making The Substantive and Syntactic Structures of Teaching Explicit through Self-Study
This article begins by arguing that it is more appropriate to speak of a basis for knowing, rather than a knowledge base, for thinking about teaching and learning. Furthermore, the article also argues that self-study methodology is one way for a new teacher educator to develop his or her basis for knowing about teaching teachers. The article concludes with a set of personal understandings that the author has constructed as a new teacher educator.
Updated: Jul. 20, 2009
The article is designed to raise issues around how we view teaching and some of the implication that has for thinking about teaching as a discipline. The article is organized in such a way as to invite critique using the idea of teaching as disciplined enquiry. This enquiry involves multiple domains: subject epistemology and ontology; pedagogic strategies and didactic tactics; and psychosocial specifics of situations involving human beings, who can be agentive in exercising their will as to what they attend to, and how. Thus, teaching is fundamentally enquiry in the domain of human attention and awareness.
Updated: Jul. 15, 2009
The purpose of this article is to lead to a better valuing of teaching through an exploration of the notion of teaching as a discipline. Through a review of the diversity of views of disciplines - and education as a discipline - as described in the literature, the article considers the consequences of conceptualizing teaching as a discipline. These consequences are significant not only for teaching itself but also for teacher education.
Updated: Jul. 15, 2009
The authors explore the possibility of understanding teaching as a discipline in its own right, rather than as a domain that is ancillary to the many academic disciplines. While teaching looks easy and is widely regarded as easy, the image of teaching as transmission and the perspective of technical rationality mask the many ways in which challenging and engaging teaching represents a highly disciplined view. When extended to teacher education, the perspective of teaching as a discipline sheds powerful light on longstanding frustrations reported by those learning to teach.
Updated: Jan. 26, 2008