Section archive - Trends in Teacher Education
Page 9/32 316 items
This article attempts to characterize what an ‘internationalized’ institution might look like, and what support might be required to achieve the personal and professional transitions within its communities that are necessary to achieve the transformative agenda. Transformative internationalization characterizes institutions where international concerns have become explicitly embedded into routine ways of thinking and doing, in policy and management, staff and student recruitment, curriculum and programs. The author concludes that internationalization can serve as the focus for a transformative agenda in HE. A responsible internationalization strategy will incorporate innovative approaches to curriculum development, student support mechanisms and academic development initiatives.
Updated: Feb. 19, 2014
Who Would Stay, Who Would Be Dismissed? An Empirical Consideration of Value-Added Teacher Retention Policies
Several states have recently adopted or are pursuing policies that deny or revoke tenure from teachers who receive poor evaluation ratings over time based in part on quantitative measures of performance. Using data from the state of Florida, the authors estimate such value-added measures to consider the future effectiveness and number of teachers who would have been dismissed under different versions of these policies. The authors show that specific policy design determines the extent of the potential for value-added to improve the overall quality of the teaching workforce.
Updated: Jan. 19, 2014
This research examines a neighborhood educational opportunity zone. The goal is to scaffold school-community collaboration that reduces inequities in this area, including, but not limited to, educational inequities. The unit of analysis is Clare Horizon Community School (CHCS) as a subset of the neighborhood educational opportunity zone of Clare Horizon. In the case of CHCS, there is a clear community of individuals committed to the initiative. There is less clarity about the purpose of the enterprise and the ways to pursue it.
Updated: Nov. 12, 2013
This paper outlines an overview of Cádiz in 1812 and the Constitution. The article describes the development of the contents of this constitution; its influence on the constitutions of other countries and vice versa; and the role of women under this constitution. This article will explain the contributions of this constitution and subsequent extensions regarding developments in education.The article will also highlight the importance of this constitution to the development of education.
Updated: Oct. 09, 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
‘Tuning’ Education for the Market in ‘Europe’? Qualifications, Competences and Learning Outcomes: Reform and Action on the Shop Floor
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.
Updated: Jun. 25, 2013
The author argues that a (re)turn to a focus on ‘practice’ in initial teacher education programs might allow teacher educators to start to relate and integrate the experience that their students have of their courses. He claims that the challenge for teacher educators is to find a way to allow student teachers to confront the work of teaching as something that must be practised and refined, reflected upon and tried again. The author presents a form of ‘thought experiment’ which designed at Charles Sturt University to investigate what happens when new student teachers encounter a program that focuses on studying and practising ‘core practices’ of teaching that could be practised again and again.
Updated: Apr. 18, 2013
In this article, the author presents a holistic practice-based approach to preparing candidates for quality teaching. This approach integrates academic knowledge of theory, pedagogy, and curriculum across experiences in authentic contexts that are embedded in focused inquiry, directed observation, and guided practice. The discussion of the proposed practice-based approach to learning to teach is presented in two parts. The first part includes the organizing ideas and discursive practices for teaching referred to as essential knowledge, skills, and understandings for quality teaching. The second part includes the epistemic practices and program qualities that support learning to teach.
Updated: Apr. 02, 2013
The Possibility of Cosmopolitan Learning: Reflecting on Future Directions for Diversity Teacher Education in Australia
In this article, the authors reflect on their design and delivery of a new undergraduate unit offered by the School of Education, University of Western Sydney. The paper offers a critical review of multiculturalism in teacher education and examines theories associated with cosmopolitanism in the education context. The authors examine the ways in which a ‘cosmopolitan imagination’ might have relevance in contemporary contexts of diversity in Australia, and particularly in the western and south-western Sydney region in which they teach.
Updated: Mar. 24, 2013
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.
Updated: Mar. 18, 2013