Search results for: Educational history
Page 1/2 20 items
This paper examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014. It also explores the ‘fitness of purpose’ of the current system of preparing teachers for the classrooms of the twenty-first century. This historical analysis suggests that, despite 40 years of change in ITE, there are still a number of unresolved issues in ITE.
Updated: Dec. 05, 2016
Toward Professionalisation or De-Professionalisation? Teacher Education Over the Past 40 Years: A Japanese Retrospection
In this article, the author discusses how to enhance Japanese teacher education. After sketching teacher education from the mid-1940s to the 1960s, he sums up the main topics people discussed through each decade of the 1970s, 1980s, 1990s. The author concludes by proposing an ideal network for promoting teaching expertise. He proposed establishing education networks in which universities, junior colleges, schools, education authorities, youth and children, teachers, parents and communities could join together with equal partnership to discuss almost all of local education plans. The author hopes that in such ways, all teachers could be educated, trained and recruited as independent intellectuals who could serve education within the national–international–global contexts of higher education-based teacher education.
Updated: Sep. 14, 2016
In this article, a short history of Finnish teacher education has been presented and the main developments during the last 40 years discussed. The status of the teaching profession has remained very high in Finland during all these years. Teachers are trusted and respected, and the profession attracts good students year after year. This is a unique advantage to teacher education in Finland by comparison with other countries. The ethical role of a teacher has changed from that of a religious and moral example to a principled professional who needs moral competence in pedagogical encounters.
Updated: May. 25, 2016
Social Studies as a Means for the Preparation of Teachers: A Look Back at the Foundations of Social Foundations Courses
This historical study looks back at the early years of the social foundations of education program that originated at Teachers College, Columbia University, in the 1930s–1940s, and focuses on the sociopolitical, intellectual, and educational currents that helped bring it about. The study suggests that many of the same rationales that undergirded social studies were applied to social foundations, with the belief that future citizens should be endowed with the capacity to solve contemporary social problems based on the wisdom of the ages, the realities of present-day circumstances, and the tools of critical analysis. In the end, social foundations was essentially a program of social studies for educators: the education school phase of social education writ large.
Updated: May. 04, 2016
This paper investigates what can be learned by comparing and contrasting teacher education focused on core practices with other approaches that might also be called “practice-based,” including those dating back to the 19th century.
Updated: Mar. 29, 2016
In this article, the author uses a general philosophy of science perspective in looking at the problem of justifying action research. First he tries to clarify the concept of justification, by contrasting it with the concept of validity, which seems to be used almost as a synonym in some parts of the literature. He discusses the need for taking a stand in relation to the questions of validity and justification also in action research.
Updated: Jun. 08, 2015
In this article, the author wonders how the EdD lost its way and became the poor cousin of the PhD. The author argues that the EdD should be rebooted. The rebooted EdD should rest on four major principles. The author discusses these principles and then he uses the principles to propose a signature pedagogy for the EdD, and describes a rebooted EdD curriculum.
Updated: Oct. 17, 2012
A Historical Perspective on the Role of Collaboration in Teacher Education Reform: Making Good on the Promise of Teaching All Students
The current paper provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. This article investigates how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.
Updated: Aug. 30, 2012
This article reviews reform efforts and examines their implications for positioning America to address the economic, political, and social challenges of the 21st century. The author concludes that it is critical that we transform teacher education programs as part of the educational transformational process. Teacher education programs must be transformed to ensure that future members of the profession are prepared to teach, counsel, and lead our schools and communities in the 21st century.
Updated: Mar. 21, 2012
When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities
The primary purpose of this study is to examine the research and literature on African American male enrollment, experiences, and degree completion trends at four-year Historically Black Colleges and Universities (HBCUs). The secondary goal is to recenter the gendered dialogue that occurs within HBCU undergraduate student research, such that barriers specific to African American men are identified and examined, with the expectation of better promoting their postsecondary success. Critical analysis of historical data from the mid-19th to early 21st century indicates that African American males have indeed been neglected in research on undergraduate enrollment, experiences, and degree completion at four-year HBCUs.
Updated: Oct. 24, 2011