Section archive - Trends in Teacher Education
Page 7/32 313 items
Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012
This study investigated preservice teachers’ use of social network services (SNS) in teacher preparation and their disposition toward using it in their future teaching. The results revealed nearly all preservice teachers used a general SNS, but about 40% never read blogs, wrote blogs, or read wikis; about 90% never wrote wiki, and about 80% never read/wrote Twitter. SNS users consumed more content than shared or generated. Use of SNS for professional activities rose from 7 to 22%. Trends indicated general SNS and Twitter use was mostly personal, while reading blogs, wikis, and writing blogs was equally personal and educational, and writing wiki was mostly educational.
Updated: Jul. 23, 2015
This paper offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The article identifies common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. They argue that the synthesis of these different frameworks suggests that nothing has changed, that this tripartite division between what we know, how we act on that knowledge, and what we value has always been important. This analysis suggests that, though the 21st century is different from previous times, it does not mean that our core roles have changed.
Updated: Jul. 22, 2015
In this study, the authors report the results of a two-year ethnography study of a teaching practicum in Brazil based on the coteaching | cogenerative dialoguing model. This study shows that the practicum does not have to be a mere induction experience, but that it also may be the transformative locus for (a) the practicum participants (new teachers, school teachers, teacher educator, and students) and (b) school and university/school relationships, and (c) of the practicum activity itself.
Updated: Jul. 05, 2015
In this article, the author examines the challenges faced by American schooling and the reasons for persistent failure of American school reforms to achieve successful educational outcomes at scale. He concludes that many of the problems faced by American schools are derived from trying to solve a problem that requires professional skill and expertise by using bureaucratic levers of requirements and regulations. The author advances a sectoral perspective on education reform, exploring how this shift in thinking could help education stakeholders produce quality practice across the US.
Updated: Jun. 29, 2015
The present paper develops the familiar metaphor of teaching as performance towards a definition of teaching as performative act, where words and actions aim to effect cognitive, affective, and behavioral changes in learners. Through the lens of speech act theory, the author argues that teaching consists of pedagogical perlocutions—speech acts whose observed and unobserved effects on learners exceed authorial intention and scientific prediction. The author concludes by considering the ways in which these definitions of effects and effectiveness are themselves the performative effects of performance-based teacher assessment regimes.
Updated: May. 17, 2015
Professional Accreditation of Initial Teacher Education Programmes: Teacher Educators’ Strategies Between ‘Accountability’ and Professional Responsibility’?
This article examines the accounts of teacher educators on their experiences with a professional accreditation process through the multi-focal lens of professional responsibility, accountability, survival and coping strategies. The findings reveal that teacher educators operate on the premise that they live out their professional responsibility in ways consistent with the complexity and ambiguity inherent in democratic, deliberative decision-making. They argue that teacher educators must be more articulate about the purposes a process of increased explicitness and the logic of accountability actually serve, and what the less tangible moral dimensions of responsibility contribute to the discourses of reform.
Updated: Jan. 05, 2015
This article draws together two strands of recent work in the philosophy of education. One elaborates the implications of a semiotic theory of learning. The other draws upon economic thinking, and has a particular focus on the parameters of human decision-making over time. The article draws on a framework grounded in the commonalities that underpin this convergence, bringing together strands from a number of areas of academic inquiry. The authors argue that curricular practices are for the long term, and have an importance at least equal to, and usually greater than, the environmental priority of the moment.
Updated: Dec. 09, 2014
In this article, the author explores the role of the arts in education through the lens of current research in cognitive neuroscience. The article explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. The author argues that as we strive toward the new theory of whole-mindedness, learners can be freed from their labeling - and so can the arts in education. The arts not only represent a wide spectrum of crafts and domains valued by society in so many ways, but also represent core modalities that align with cognitive constructs in the mind-brain - constructs that are critical to our development as individuals and to a society that has entered a visual revolution.
Updated: Nov. 11, 2014
The goal of this article is to show how social justice education (SJE) , can be coherently espoused in the Canadian education system without turning into “brainwashing.” Social justice education (SJE) is a ubiquitous component of contemporary education theory and practice. Recently, SJE has come under fire for being politically biased and even “brainwashing” children in the public education system. To defend SJE against its detractors, therefore, it is necessary to develop a philosophical argument situating SJE within a conception of democratic liberalism. This article provides such an argument by reviewing competing conceptions of liberalism, analyzing the political culture in Canada, and applying an interpretation of comprehensive liberalism to specific educational initiatives.
Updated: Oct. 26, 2014
This article describes a 3-year qualitative study on a English language arts teacher preparation approach that places middle school students at the center and interweaves various technologies into the study of The Outsiders. Using the ever-popular young adult novel, The Outsiders, as a nexus of literature study and an integration of technology and music, the authors created The Outsiders Project. For three years the authors produced, directed, studied, and analyzed The Outsiders Project (TOP) to determine the impact of these experiences on their preservice teachers and to examine what they learned from the middle school students. The findings reveal that the preservice teachers were very surprised to discover that the middle school students really did want to learn. Another lesson the preservice teachers reported they learned about middle school students was that all students can contribute.
Updated: Oct. 20, 2014