International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Education policies
Page 11/20
196 items
101
In this article, the authors describe the strategic response of one teacher education program to the challenges of implementing a set of new high-stakes state teaching performance assessment policies. These state policy mandates were perceived by faculty and staff to intrude strongly on the integrity of local program values and practices. In a strategic effort to negotiate the tension between these perceptions and the institutional necessity of implementing the new policies, the authors developed an approach to policy implementation aimed at shifting the discourse of implementation from a focus on compliance to a focus on inquiry.
Published: 2010
Updated: Feb. 29, 2012
102
In this article, the authors examine Finnish teacher educators’ views on research‐based teacher education. The results showed that teacher educators appreciate the research‐based approach to which the university is committed, although they were skeptical about how well this vision transfers to the students.
Published: 2011
Updated: Feb. 14, 2012
103
In this article, the author is interested to examine whether there is evidence enough to suggest that European policy on lifelong learning is now experiencing a discursive shift into what could be described as a new phase. The author uses critical discourse analysis as a methodological framework. The analysis of the empirical material points to a direction where it is relevant to speak about a new ‘phase’ of lifelong-learning discourse emerging in European policy, characterized by the urgent need for implementation.
Published: 2011
Updated: Feb. 13, 2012
104
In this article, the authors discusses the open method of coordination (OMC) within the Lisbon strategy in terms of a European Space for Education and ‘programme ontology’. The focus is on indicators and the European dimension, and how they ‘work’ in the forming of contents and identities in this European Space for Education.
Published: 2010
Updated: Feb. 13, 2012
105
In this article, a survey focusing on primary schools in Scotland established the extent to which some form of ability grouping has emerged within classes dealing with children from 5 to 12 years of age. Teaching in these schools was considered to be more direct and interactive with more time available for individual support. This article highlights the significance of personal constructs of ability when setting is applied.
Published: 2011
Updated: Feb. 07, 2012
106
This article investigates stakeholders’ views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers from a Scottish perspective. This article draws on two empirical projects which each investigates the perceptions of Scottish teachers regarding CPD. The research discussed in this article suggests that a greater balance of forms and purpose of CPD is desirable. However, the policy context within which Scottish teachers currently work focuses on an individualized, standards-based framework.
Published: 2011
Updated: Dec. 29, 2011
107
This article presents a study which explored the perceptions of general and special teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). The findings reveal that the participants believe that the SENCO should have both teaching experience in general schools and specialization in teaching students with special needs, and also be able to deal with all types of special needs.
Published: 2011
Updated: Dec. 20, 2011
108
Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes
The purpose of this study was to examine Queensland teachers’ conceptions of assessment and their relationship to their level of teaching and compared the results to teachers from New Zealand. A questionnaire-based survey of teachers’ attitudes, beliefs and practices in the areas of curriculum, pedagogy and assessment was conducted in 2003. Data revealed that teachers showed a willingness to integrate assessment into their professional duties of improved teaching and learning, tempered with caution about the quality and usefulness of the assessment resources being used to make students and schools accountable.
Published: 2011
Updated: Nov. 29, 2011
109
The current case study investigates how several universities in the state of Connecticut responded to teacher education accreditation policy between 2002 and 2006. Using a cognitive perspective on policy implementation and a purposeful sample, the authors describe three common responses: articulation of a programme-wide conceptual framework, greater focus on teacher candidate assessment, and the creation of data collection systems.
Published: 2011
Updated: Nov. 17, 2011
110
This article looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. The findings indicate that most Greek-Cypriot teachers recognized the importance of cultivating peaceful coexistence in schools. However, the survey also documented a significant lack of readiness and willingness to implement the new objective, coupled with doubts regarding its feasibility.
Published: 2011
Updated: Nov. 17, 2011