Search results for: Professionalism
Page 1/2 12 items
The implementation of Lesson Study (LS) varies considerably across countries and institutions and is still in a phase of adaptation and experimentation. This article explains the result and the process of a school-based initiative endeavor to implement LS at a suburban elementary in Padang, Indonesia. The study involved 13 teachers, the principal and 6 classes of students. The data were collected through observation and interview. They were classified on the basis of three noticeable emerging themes - teacher collaboration, scaffolding, and reflection. The data were analyzed qualitatively. The results of data analysis reveal a promising improvement in these aspects. Implementing school- support LS increased by weaving the concept into practice helped teachers develop their professionalism gradually. It was obvious that the teachers felt more at ease to work collaboratively when they designed the lesson. This also affected their design which showed more meaningful learning activities and challenging tasks. Then, the teachers improved the way they scaffolded the pupils. The content of reflection and the way the results of reflection were conveyed became better. The principal’s support and the teachers’ strong willingness to elevate their quality apparently took an important role. In spite of that, there were some challenges in carrying out collaboration, providing appropriate scaffolding, and doing reflection. Changing the teachers’ common practice to LS apparently needs some adjustment and time.
Updated: Mar. 16, 2021
This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public education and teacher education. This decolonial approach to teacher education that actively attempts to benefit from the expertise in local minoritized communities seeks to “disrupt” existing power and knowledge hierarchies and create the basis for new alliances between teachers, teacher unions, teacher educators, and community-based social movements in marginalized communities that are seeking an active role in transforming their own communities. The result is a new hybrid structure for teacher education programs that models the emancipatory vision that is often articulated by programs but not practiced.
Updated: Oct. 28, 2020
Common Pressures, Same Results? Recent Reforms in Professional Standards and Competences in Teacher Education for Secondary Teachers in England, France and Germany
This study examines how cultural influences have characterized the ‘reforms’ in each of the three countries: England, France and Germany. Four common pressures leading to the reform of teacher education in England, France and Germany are identified as professionalisation, the Bologna Process, the Programme for International Student Assessment (PISA) and teacher recruitment.
Updated: May. 30, 2016
The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators
This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. This article concludes that in most countries, policy measures for teacher educators appear to be no different from measures for teachers in higher education in general, while in only a few countries are teacher educators considered a distinct professional group with its own policy measures. The most dominant stakeholders in developing actions and measures related to the professional quality of teacher educators are national governments and heads of local teacher education institutions. Teacher educators themselves, however, are much less specified as explicit stakeholders in policies on the quality of teacher educators.
Updated: Oct. 02, 2013
The Penetration of Technocratic Logic into the Educational Field: Rationalizing Schooling from the Progressives to the Present
This article compares three major movements demanding accountability in American education across: The efficiency reforms of the Progressive Era; The movement toward accountability in the late 1960s and early 1970s; and The modern standards and accountability movement, culminating in No Child Left Behind. This paper considers the three movements as cases of school “rationalization” in the Weberian sense in that each sought to reduce variation and discretion across schools in favor of increasingly formal systems of standardized top-down control.
Updated: Jul. 03, 2013
In this article, the author describes the efforts of some Canadian jurisdictions to call for a professional designation for teachers. The author emphasizes the difference between teacher certification and professional designation. In addition, the author wants to reveal a certain predicament that results when the teaching profession becomes 'bound by recognition'.
Updated: Mar. 24, 2011
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualization. In this paper the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are 'professional self-understanding' and 'subjective educational theory'. These concepts are components of the personal interpretative framework every individual teacher develops throughout his/her career.
Updated: Jul. 20, 2009
The goal of this research is to examine teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analyzed by a comparative analysis.
Updated: Jan. 26, 2009
Unveiling Professional Learning: Shifting from the Delivery of Courses to an Understanding of the Processes
The article explores professional learning in a secondary teachers ' development program in Greece. The investigation reveals professional learning to be characterised by a number of dimensions: professionality, mutuality, emotionality and formality. Professional learning is therefore seen as a complex process rather than linear, a step-by-step event.
Updated: Jul. 30, 2008
The authors examine a conceptual framework for school reforms. Teacher education in Pakistan will also need to change in order to promote teacher professionalism. According to the authors, teachers must be provided with opportunities to expand capabilities through involvement, initiation, and engagement and developing collaborative school cultures.
Updated: Mar. 04, 2008