Search results for: Comparative analysis
Page 2/11 105 items
This article seeks to understand how persistent categories of written language in institutional texts support the cultural-historical production and re-production of teacher educators as kinds of academic workers in Australia. A surprising finding was the almost complete absence of the ‘teacher educator’ within these texts. Analysis revealed, instead, textual distinctions between the advertisements (shown to be preoccupied with the image and positioning of institutional priorities and the supporting materials) which were characterised by the language of Human Resources.
Updated: Aug. 01, 2016
This paper reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders’ perceptions in English, French, Italian and Spanish contexts as case studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies.
Updated: Jun. 05, 2016
Providing Space for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A Two-Dimensional Model of Learning
This case study examined the experiences of two groups of 12 elementary prospective teachers completing distinct mathematics content courses. The findings reveal perspectives on knowing, learning, and teaching mathematics as experienced in the context of these courses. The prospective teachers' mathematical beliefs and affect also emerged as key findings, coupled with the quantitative data revealing differences in specialized content knowledge for teaching mathematics. Two salient dimensions emerged as promoting learning in the courses: caring classroom practices and curricular relevance.
Updated: Jun. 05, 2016
Four Spheres of Knowledge Required: An International Study of the Professional Development of Literacy/English Teacher Educators
The purpose of this study was to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy and course goals. This study indicates that professional development is important for both new and experienced faculty. Overall, the faculty continued to grow in the four spheres of knowledge: research; pedagogy in higher education; literacy and literacy teaching; and government and school district initiatives. This study reveals the sheer scale of knowledge required to be an effective LTE. All three forms of professional development came into play for all of the participants: each process had value and a place in supporting their development as teacher educators and researchers.
Updated: May. 23, 2016
The purpose of this article is understanding the limitations of value-added measures (VAM) and the inferences that they do and do not support. These limitations fall into three categories. First, value-added measures (VAM) provide information about only one of several important dimensions of teacher preparation program quality, focusing on one outcome measure, but not addressing other program characteristics. Second, comparing programs on the average VAM scores begs the question of whether mean performance is the most appropriate way to look at program quality. Third, the measurement of program graduates’ VAM is strongly affected by the labor market for teachers, which weakens the inferences from VAM scores to the quality of preparation programs.
Updated: May. 04, 2016
Investigating Advanced Professional Learning of Early Career and Experienced Teachers through Program Portfolios
This study examined the effects of professional development on early career (EC) and experienced (EXP) teachers during an advanced master’s degree programme in the USA. The findings reveal that differences between EC and EXP teachers were noteworthy, indicating that these two groups responded to professional development experiences differently.
Updated: May. 02, 2016
It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction
This article describes development of an educational setting which fosters critical, social justice practices of teachers. Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. The authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing the setting.
Updated: May. 02, 2016
Changing Professional Discourses in Teacher Education Policy Back towards a Training Paradigm: A Comparative Study
This article is based on a comparative teacher education policy analysis in two countries: Sweden and England. The authors were interested to compare recent changes in two particular systems. In particular the authors are concerned with what may be termed education theory and professional scientific knowledge, which they define as content from the scientific study of the field of education practice in the education disciplinary core or in supporting disciplines within this policy development. The authors suggest that higher education teacher educators would have become trainers and mediators of Government policy, who understand their role as supporting professional work by offering principled guidance on classroom practice that is, at best, pre-digested theory.
Updated: Apr. 20, 2016
This study focuses on the learning outcomes and professional development goals formulated by teacher educators who took part a professional development programme while putting together their registration portfolio. Findings were compared with those of a study on the first cohort in 2002, without the support of a professional development programme. The authors conclude that research shows that important aspects of the professional development of teacher educators are a clear frame of reference, attention for the important roles of teacher of teachers and teacher–researcher, inquiry-driven learning in a diverse community of teacher educators, interaction with practice, and inquiry into one’s own practice.
Updated: Apr. 13, 2016
Critical Perspectives on Testing Teaching: Reframing Teacher Education for English Medium Instruction
This investigation provides a basis for considering the role of corrective and transformative critiques in producing knowledge through testing teaching for reframing teacher education in response to, and as an expression of, the globalisation of English. This knowledge-producing approach to critique begins with a literature review of prior testing models of content and language integrated learning through English medium instruction (EMI) programmes. Through adopting the practice of critique as a knowledge-producing venture, this study offers a model of EMI testing that can contribute to improvements in the organisation of professional learning and change, as well as certification procedures.
Updated: Mar. 30, 2016