Search results for: Educational change
Page 8/21 207 items
This article examines the intensification and complexity associated with modern accountability systems in education. The article then focuses on the politics of accountability embedded within efforts of Pennsylvania Department of Education to redesign the accreditation process for teacher education programs in Pennsylvania. The Pennsylvania case illustrates some of the ways in which proponents of accountability-based reform have framed the issues and used formal authority to move their agenda forward. However, these policy makers disregard a variety of well-known negative consequences faced by Pennsylvania's public schools, as well as the nature of the proposed solutions. This case study points toward the need for greater openness and cooperation in the policy process.
Updated: Mar. 17, 2013
By using elements from cultural studies of cartography as well as sociology and the philosophy of science, this article claims that the analogy of cartography and evaluation can open novel vistas for contemplating the relationship between the world of education and its scientific representation. The analysis shows how evaluation as the mapping of the reality of education brings distant objects near, onto a homogeneous, stable plane.
Updated: Feb. 27, 2013
The current article examines the major trends in the recent ITE curriculum in the Portuguese context, as a consequence of the Bologna process, which has been in place in European universities over the past few years. The author concludes that there are several issues who need further concern, such as the link between theory and practice and university context and school context, the recruitment and training of mentors and supervisors, and the developing of a training project with and within schools .
Updated: Feb. 06, 2013
In this article, The authors identify half a dozen challenges that confront the schooling of children and youth and appeal for teacher educators to lead efforts to address each of these needs. The authors recommend that teacher educators should rethink continually the content of programmes, the way courses are delivered, the suitability of the clinical component and the student teaching experience, and the best ways to assess the impact of the programme.
Updated: Feb. 06, 2013
It's Not About Logic, It's About Logics of Practice: A Case Study of Teacher Education Reform in New Zealand
This article focuses on the anticipations, experiences and reflections of a group of teacher educators during a period when the colleges of education were being merged into the universities in New Zealand. The group was consisted of five experienced, curriculum-specialist teacher educators from a former college of education, and three faculty leaders. The actions of the group were monitored over a period of three and a half years.
Updated: Dec. 25, 2012
This paper presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level.
Updated: Nov. 27, 2012
This article presents a case study from a larger research study which examined teachers’ experiences as supervisors of preservice teachers. This case study focuses on the experiences of two female supervisors, Kathy and Sally. The findings reveal that three contextual factors are significant to the supervisors' stories: the mature age of the preservice teachers; the preferred collegial practice of the supervising teachers; and the professional recognition they had been afforded by the school.
Updated: Nov. 27, 2012
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
This article describes a project which was designed to examine how teacher preparation programs address LGBTQ-related course content, attitudes toward gender identity and sexual orientation, and their ability to teach about LGBTQ lives and communities. The authors conducted an electronic assessment of all 57 Illinois teacher education programs. The authors found that their report generated a dialogue on campuses among faculty, among teacher education and other departments within the university, and among students, faculty, and administration.
Updated: Oct. 15, 2012
Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom
This article describes the self study of Charles, a science teacher educator returned to teaching adolescents in a public school located in a rural area in the southeastern United States. The authors examined his beliefs and his abilities in practice by gaining first-hand, experiential knowledge through his efforts to implement a reform-based curriculum. The authors conclude that teachers must seek creative and varied ways for their students to learn science via relevant experiences that connect to student interests, utilizing more open forms of inquiry where appropriate.
Updated: Sep. 09, 2012