A Companion to Research in Teacher Education (eBook)

Michael A. Peters, Bronwen Cowie, Ian Menter (Herausgeber)

eBook Download: PDF

2017 | 1st ed. 2017
XIX, 850 Seiten
Springer Singapore (Verlag)
978-981-10-4075-7 (ISBN)

Infos

This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians.

There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession.

At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations.

Michael A. Peters is a Professor at the Wilf Malcolm Institute for Educational Research at the University of Waikato, and an Emeritus Professor at the University of Illinois at Urbana-Champaign. He is the executive editor of Educational Philosophy and Theory and has written over seventy-five books. He was made an Honorary Fellow of the Royal Society of New Zealand in 2010 and awarded honorary doctorates by the State University of New York (SUNY) in 2012 and the University of Aalborg in 2015.

Bronwen Cowie is a Professor of Education and Director of the Wilf Malcolm Institute of Educational Research at the Faculty of Education: Te Kura Toi Tangata, the University of Waikato, New Zealand. Her research interests span assessment for learning, science education, student voice, curriculum implementation and teacher education/ professional learning.

Ian Menter is a Fellow of the Academy of Social Sciences in the UK and served as President of the British Educational Research Association (BERA) from 2013 to 2015. He is an Emeritus Professor of Teacher Education at the University of Oxford and was a member of the Steering Group of the BERA Inquiry into Research and Teacher Education (2014).

Inhalt

Acknowledgements 5
Endorsements 6
Contents 7
Editors and Contributors 13
1 A Companion to Research in Teacher Education 18
1.1 Introduction 18
1.1.1 Models of Initial Teacher Education 19
1.1.2 Research-Based Clinical Practice in Teacher Education 22
1.1.3 Quality in Teacher Education in New Zealand 25
1.1.4 Conclusion 29
1.1.5 The Structure of a Companion to Research in Teacher Education 30
References 31
Becoming a Teacher: Teacher Education and Professionalism 33
Introduction 33
What is a Teacher? 33
The Professionalisation of Teaching 33
The Institutionalisation of Teacher Education 33
Teaching In/Teachers for the Twenty-First CenturyBy way of conclusion to this introduction to Part I, it is worth considering the current direction of travel in becoming a teacher. As we have already observed, teaching and teacher education continue to figure very prominently in political debate. The days of ‘leaving it to the professionals’ are certainly behind us, although the impact of this is far weaker in some contexts than in others.However at a time of ecological threat and of continuing global inequality, it is possible to suggest that the moral responsibilities of teachers are greater now than ever before (Menter 2009). These teachers are working with the adult citizens of tomorrow who will have to live with the consequences of contemporary policies and of global phenomena such as climate change and insecurity.How might the development of new technologies change the work of teachers? Can digital technology facilitate more effective teaching? Some have suggested that the very essence of teaching and of the teacher may change to such an extent that we will no longer recognise the teacher as a person working with a group of children in a classroom, but rather will see the teacher as a facilitator of ‘blended learning’ supporting young people gain access to digital resources through electronic networks, including a range of social media. 33
References 38
2 Developing the Thoughtful Practitioner 39
2.1 Introduction 39
2.2 The Reflective Practitioner 40
2.3 Reflection 41
2.4 Perceived Strengths and Weaknesses of Reflective Practice as Concept 42
2.5 Hannah Arendt 43
2.6 Kant, Arendt and Judgement 44
2.7 Implications for Reflective Practice 47
2.8 A Developmental Approach to Teacher Reflective Judgement 48
References 51
3 Variations in the Conditions for Teachers’ Professional Learning and Development: Teacher Development, Retention and Renewal over a Career 52
3.1 Introduction 52
3.2 Variations in the Conditions for Teachers’ Professional Learning 53
3.3 Professional Life Phases: Characteristics and Trajectories 54
3.4 Learning to Build Identity in Classrooms and Schools in the First 7 Years: Schools Matter 55
3.4.1 Professional Life Phase 0–3 Years—Learning Which Builds Identity and Classroom Competence 56
3.4.2 Professional Life Phase 4–7 Years—Developing Professional Identity 57
3.4.3 Pat’s Story: The Leadership Effect 57
3.5 Managing Tensions and Transitions in the Middle Years of Teaching: Teachers at the Crossroads 59
3.5.1 Professional Life Phase 8–15 Years—Defining Work–Life Tensions 59
3.5.2 Professional Life Phase 16–23 Years—Managing Work–Life Tensions 60
3.5.3 Alison’s Story: Managing Personal and Professional Challenges 61
3.6 Veteran Teachers: Adaptation, Regeneration and Hardiness 62
3.6.1 Professional Life Phase 24–30 Years—Adjusting to Change 63
3.6.2 Professional Life Phase 31+—Sustaining Commitment 64
3.6.3 Andrew’s Story 64
3.7 Conclusions: Teacher Development, Retention and Renewal over a Career 65
References 67
4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge 68
4.1 Introduction 68
4.2 The Challenge of Linking Theory to Practice 69
4.3 The Innovation of a Promising Assessment Approach—The Clinical Praxis Examination 71
4.3.1 Why Clinical Praxis? 72
4.4 The Clinical Praxis Exam 73
4.5 Researching the Efficacy of the CPE 75
4.6 Research Findings 75
4.6.1 Teacher Candidates 75
4.6.2 School-Based Teaching Fellows 77
4.6.3 School-Based Mentor Teachers 78
4.6.4 University-Based Academics and Clinical Specialists 79
4.7 CPE Developments Since 2012 80
4.8 Conclusion 80
References 81
5 A Role of Doing Philosophy in a Humanistic Approach to Teacher Education 83
5.1 Introduction: A Humanistic Approach to Teacher Education 83
5.2 The Methodological Characteristics of Cavell’s Ordinary Language Philosophy 86
5.3 The Educational Aspiration of Cavell’s Ordinary Language Philosophy 93
5.4 Conclusion: A Role for Philosophy in Teacher Education 97
References 100
6 The Development of Accomplished Teaching 101
6.1 Introduction 101
6.2 Teacher Development and Teacher Quality in Scottish Policy 102
6.3 Purposes of Professional Learning 104
6.4 Lessons Learned: The Chartered Teacher Programme 105
6.5 The Concept of Accomplished Teaching 107
6.6 The Concept of Expertise 108
6.7 Accomplished Teaching Across a Teaching Career 110
6.8 Accomplished Teaching and Career Long Teacher Learning 111
6.9 Conclusion 112
References 113
Initial Teacher Education 115
Introduction 115
References 117
7 Towards a Principled Approach for School-Based Teacher Educators: Lessons from Research 118
7.1 Understanding the Challenges of Learning to Teach 119
7.1.1 The Nature of Teachers’ Knowledge and Expertise 119
7.1.2 The Ways in Which Learning to Teach Differs from Other Kinds of Learning 121
7.1.3 The Tensions Inherent in Sustaining a Dual Identity as Teacher and Learner 122
7.2 Understanding Beginning Teachers as Learners 123
7.2.1 The Preconceptions that Trainees Bring with Them 123
7.2.2 Trainees’ Orientations Towards Learning from Experience 124
7.3 Developing Research-Informed and Practice-Sensitive Principles 126
7.4 Framing the Future Research Agenda 129
7.4.1 How Do Beginning Teachers Solve the Dilemmas and Deal with the Dichotomies They Face? 130
7.4.2 How Might Schools Be Transformed as Learning Environments for Teachers? 131
7.4.3 How Does Acting as School-Based Educator Impact on the Practice of Experienced Teachers? 131
7.4.4 What Role Should School-Based Teacher Educators Play in Further Research? 131
References 132
8 The Strathclyde Literacy Clinic: Developing Student Teacher Values, Knowledge and Identity as Inclusive Practitioners 134
8.1 Background: The Problems of Initial Teacher Education 134
8.2 Strathclyde Literacy Clinic: Theoretical and Professional Knowledge 137
8.3 The Study 140
8.4 Results and Discussion 140
8.5 Final Word 143
References 145
9 You Teach Who You Are Until the Government Comes to Class: A Study of 28 Literacy Teacher Educators in Four Countries 147
9.1 Research on Teacher Educators 148
9.2 Politicalization of Teacher Education 149
9.3 Methodology 151
9.4 Findings 153
9.5 Influences on Practices 153
9.5.1 Influence of Early Life Experiences 153
9.5.2 Influence of Work as a Classroom Teacher 154
9.6 Influence of Research 154
9.7 Developing a Pedagogy 155
9.7.1 Designing Responsive Courses 157
9.8 Influence of Political Context 158
9.8.1 Increased Vigilance 159
9.9 Discussion 160
Acknowledgements 162
References 162
10 Clinical Practice in Education: Towards a Conceptual Framework 164
10.1 Introduction 164
10.2 Conceptualising Clinical Practice for Teaching 165
10.3 Characteristics of Clinical Practice for Teaching 166
10.3.1 Focus on Learning and Development 166
10.3.2 Evidence and Research-Informed Practice 168
10.3.3 Classroom-Based Evidence 170
10.3.4 Para-Classroom Evidence 170
10.3.5 External Assessment Evidence 171
10.3.6 Research-Informed Evidence 171
10.3.7 Using Evidence and Research-Informed Practices 172
10.4 Processes of Reasoning that Lead to Decision-Making 172
10.5 Conclusion 174
References 175
11 Initial Teacher Education in Ireland—A Case Study 178
11.1 School-University Partnerships and the Professional Preparation of Student Teachers 179
11.2 A Vision for the Future: Policy Honoured More in the Breach Than in the Observance? 180
11.3 The Elephant in the Room: The Professional Development of Cooperating Teachers 182
11.4 The Place of University Education Within Teacher Education 183
11.4.1 Partnership, Mergers and Incorporations 185
11.5 Conclusion 186
References 188
12 Doing Harm to Educational Knowledge: The Struggle over Teacher Education in Sweden and Norway 190
12.1 Introduction 190
12.2 A Science of the System Itself 191
12.3 Towards Psychology, Away from Pedagogik(k) 193
12.4 The Marginalization of Pedagogik(K) 198
12.5 A Quantitative Conception of Time 199
12.6 Conclusion 201
References 201
13 The Pre-service Education of Disability Pedagogues in Norway: Maximising Social Pedagogic Ambition 203
13.1 Introduction 203
13.2 Background 204
13.3 Disability Pedagogy: Origins and Progress 204
13.4 Study Focus 205
13.5 Norwegian Disability Pedagogy: The Political Mandate 206
13.6 Time to Walk the Walk 207
13.7 The Remit 209
13.8 Discussion 210
References 212
Teacher Education, Partnerships and Collaboration 213
Introduction 213
References 216
14 Repositioning, Embodiment and the Experimental Space: Refiguring Student–Teacher Partnerships in Teacher Education 218
14.1 Introduction 218
14.2 Working with Theory 219
14.3 Positioning 219
14.4 Post-structural Theory of Change 220
14.5 The Program and Research Methods 221
14.6 Pedagogical Approach Used in the Learning Partnerships Workshops 222
14.6.1 Workshop Narrative from First Wave of the Study 223
14.7 Research Findings from First Wave Study 226
14.8 Research Findings from the Second Wave of the Study 227
14.8.1 ‘In the Workshop You Feel like You’re Actually Working with Them’ 228
14.9 Conclusion 229
References 230
15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from Case Studies from Two New Zealand Universities 232
15.1 Introduction 232
15.2 Background and Context 234
15.3 Case Study: The University of Waikato 235
15.3.1 Background 235
15.3.1.1 Collaborative University Partnership (CUSP) 235
15.3.2 Master of Teaching and Learning 238
15.4 Case Study: University of Auckland 239
15.4.1 Background 239
15.4.1.1 Reframing Practicum Project (RPP) 239
15.5 The Master of Teaching (Primary) 241
15.6 Conclusion 243
References 244
16 Researching the Intersection of Program Supervision and Field Placements: Interactional Ethnographic Telling Cases of Reflexive Decision-Making Process 246
16.1 Introduction 246
16.2 Why Interactional Ethnography as a Basis for a Reflexive Research Program 247
16.3 Theoretical Arguments Guiding the Dialogic Process of the Ethnography Team 248
16.4 Languaculture 249
16.5 Intertextuality as a Social Construction 250
16.6 Telling Case I 252
16.7 Telling Case 2 255
16.8 Triangulation as a Nonlinear Process—Analysis 2 in Telling Case 2 257
16.9 Discussion and Implications 258
References 259
17 Networked Teaching and Learning for Life-Long Professional Development 261
17.1 Introduction 261
17.2 Specialist Resource Teacher Program 262
17.3 Interprofessional Practice 265
17.4 Inquiry-Based Learning 268
17.5 Technology-Enabled 271
17.6 Conclusion 274
References 275
18 Teacher Agency and Professional Learning Communities: What Can Learning Rounds in Scotland Teach Us? 277
18.1 Introduction 277
18.2 Learning Rounds, Instructional Rounds and the Scottish Context 279
18.3 Data Gathering and Method 282
18.4 Findings 282
18.5 Discussion 285
18.6 Conclusion and Implications 288
References 289
19 Supporting Mentoring and Assessment in Practicum Settings: A New Professional Development Approach for School-Based Teacher Educators 291
19.1 Introduction 291
19.2 The Australian Initial Teacher Education Context 292
19.3 Mentors as School-Based Teacher Educators? 294
19.4 Mentors Becoming ‘Second Order Practitioners’: The Men/Tee Initiative 296
19.5 The Men/Tee Study 297
19.5.1 Role and Identity Development 297
19.5.2 Tools and Strategies for Effective Mentoring: A Teacher Educator’s Approach 299
19.6 Implications for Shifting Practice 302
19.7 Conclusion 303
References 304
20 Research in the Workplace: The Possibilities for Practitioner and Organisational Learning Offered by a School-University Research Partnership 306
20.1 Introduction 306
20.2 A Personal Introduction 307
20.3 An Introduction to School-University Partnerships 307
20.4 Changing Power Relationships 308
20.5 Reciprocal Benefit 308
20.6 Learning as a Profession 309
20.6.1 Practice Context: Bill’s Narrative 309
20.7 Researcher Perspective 311
20.7.1 Background to the Research 311
20.7.2 Research Design 312
20.8 Research Reality: Leon’s Narrative 313
20.8.1 Recruitment, Ethics and Design 313
20.8.2 Communication 314
20.9 Key Findings that Bear on the School-University Partnership 315
20.9.1 Some Critical Points 315
20.9.2 How Some Teachers Have Responded to Change 317
20.9.3 Why Are Teachers Willing to Change? 317
20.10 Concluding Discussion 317
References 319
21 A QUEST for Sustainable Continuing Professional Development 321
21.1 Introduction 321
21.2 Background 322
21.2.1 CPD and Professional Learning Communities 322
21.2.2 The QUEST Project 323
21.3 Methodology 325
21.4 Findings and Discussion 325
21.4.1 The Teachers’ Perceived Outcomes 325
21.4.2 Development of Teacher Collaboration 326
21.4.3 Changing Collaboration—Teacher Reflections 328
21.5 One Teacher’s Journey Through QUEST 329
21.5.1 Student Outcomes 331
21.5.2 Summing up: Factors Supporting Sustainable Development 332
21.6 Perspectives- and CPD-Research Looking Forward 333
References 334
Global Education Reform and Teacher Education 335
Introduction 335
References 336
22 Teachers, Curriculum and the Neoliberal Imaginary of Education 338
22.1 Neoliberal Theory 339
22.2 Neoliberal Theory into Practice 341
22.3 Teachers, Curriculum and the Neoliberal Imaginary 345
22.4 Critiquing and Reimagining Curriculum in Neoliberal Times 347
References 349
23 Re-Casting Teacher Effectiveness Approaches to Teacher Education 351
23.1 Introduction 351
23.2 Performativity and a Knowledge Economy 352
23.3 Implications: Putting Teacher Education to Work 353
23.4 Re-Casting Teacher Education: Capabilities 355
23.5 Conclusion 359
Acknowledgements 360
References 360
24 The Paradox of Teacher Agency in a Glocalised World 362
24.1 Introduction 362
24.2 Rhetorical Agency 362
24.3 Global Teacher Agency and the Emerging of a New Open Society 363
24.4 The State as a State of Mind: The Teachers as State Agents 364
24.5 Teacher Agency as Structuring Well-Tempered Selves 368
24.6 The Teacher as a Bildung Agent 370
References 373
25 The Marketization of Teacher Education: Threat or Opportunity? 375
25.1 Introduction 375
25.2 The Case of England 375
25.3 Towards a Marketized Model? 377
25.4 English Exceptionalism? 381
25.5 Hybrid Systems 381
25.6 Global Trends 382
25.7 New Opportunities? 383
References 384
26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of ‘Successful Girls’ 386
26.1 Introduction 386
26.2 Postfeminism: Neo-liberalism, Femininity and Education 387
26.3 Constructing Boys’ Educational Underachievement as a Fact 388
26.4 What Is a Postfeminist Educational Media Panic? 389
26.5 Is the Future Female? UK News Media’s Panic Over Girls’ Success 390
26.6 Questioning Postfeminist Panics in the Global North 393
26.7 Questioning Postfeminist Promise in the Global South 395
26.8 Conclusion 397
References 398
27 Helping Teachers and School Leaders to Become Extra-Critical of Global Education Reform 401
27.1 Primary Teaching in New Zealand 402
27.2 Changes in University-Based Initial Teacher Education and Professional Learning for Practising Teachers 403
27.3 The Declining Influence of the University and the Rise of Other Influences 405
27.4 Teachers Being Critical but not Critical Enough 406
27.4.1 Health and Physical Education 407
27.4.2 National Standards 407
27.4.3 Investing in Educational Success 408
27.4.4 Modern Learning Environments 409
27.5 Conclusion 409
References 410
Teacher Education as a Public Good 412
Introduction 412
References 415
28 Quality of Education and the Poor: Constraints on Learning 416
28.1 Introduction 416
28.2 Educational Reform and the Quality Debate 419
28.3 Examining Conditions of the Production of Capability Deprivation 421
28.4 Teachers’ Perceptions of the Poor, the Disadvantaged, and Their Learning 423
28.4.1 Dominant Perceptions, Conceptions and Dispositions 423
28.4.2 Changing Perceptions, Conceptions and Dispositions: Shaping the Possible 425
28.4.3 Reforming Children as the Aim of Education 427
28.4.4 Children as Non-Epistemic Entities 428
28.5 Conclusion 430
References 431
29 The Future of Teacher Education: Evidence, Competence or Wisdom? 433
29.1 Introduction: The Fear of Being Left Behind 433
29.2 The ‘Learnification’ of Education 436
29.3 What Is Education for? 439
29.4 Judgement and Wisdom in Education: Becoming Educationally Wise 443
29.5 Virtuosity: Becoming Educationally Wise 447
Acknowledgements 450
References 450
30 Attracting, Preparing, and Retaining Teachers in High Need Areas: A Science as Inquiry Model of Teacher Education 452
30.1 Introduction 452
30.2 Theoretical Roots of Teaching as Inquiry and Science as Inquiry 453
30.3 Science as Inquiry: A Contemporary View 454
30.4 The Texas Educational Landscape 455
30.5 The teachHOUSTON Programme and Its Evolution 457
30.6 Required Coursework for teachHOUSTON Certification 460
30.7 teachHOUSTON Student Teachers’ Responses to a Physics as Inquiry Course 462
30.8 Conclusion 465
Acknowledgments 466
References 466
31 Teacher Education, Research and Migrant Children 468
31.1 Introduction 468
31.2 The Matter of Research into Teacher Education Regarding the Teaching of Migrant Children 469
31.3 Consciousness Raising in Teacher Education 469
31.4 Teacher Educators’ Research into Perceptions, and Changing Behaviour of Student and Young Teachers 470
31.5 Student Teacher Research into the Ways of Being of Migrant Groups in the Form of Sociological or Nomadological Inquiry 471
31.6 CASE STUDY: Tongan Concepts and Precepts 472
31.7 Pedagogic Tactics: How Do We Get Our Student Teachers to Engage with the Other? 474
31.8 Student Teacher Research into Existing Material on the Beliefs and Culture of Migrant Groups 475
31.9 Why Put in the Effort? 475
References 477
32 Reforming Teacher Education in England—‘An Economy of Discourses of Truth’ 479
32.1 Introduction 479
32.2 The Case for Reform 480
32.3 Why Is English Teacher Education so Susceptible to Reform—or to ‘Multiple Forms of Constraint’? 481
32.4 And Why More Reforms to Teacher Education Again? 483
32.5 ‘Truth Being a Thing of This World’ 485
32.6 ‘An Economy of Discourses of Truth’ 487
References 488
33 Teacher Educators’ Responsibility to Prepare Candidates for Classroom Realities 490
33.1 Introduction 490
33.2 The Quality Teaching Discourse 492
33.3 Partiality 494
33.4 Performativity 496
33.5 Materiality 497
33.6 Conclusion 498
References 499
34 Complexity and Learning: Implications for Teacher Education 501
34.1 An Introduction to the Science of Complexity 502
34.2 The Normative Consequences of Complexity for Learning and Teacher Education 507
34.3 A Possible Ethical Theory for a Complex Global Society 511
References 513
35 The Prevailing Logic of Teacher Education: Privileging the Practical in Australia, England and Scotland 514
35.1 Introduction 514
35.1.1 Greater Disciplinary Depth 520
35.1.2 Proven Approaches 521
35.1.3 More Time in Schools 523
35.1.4 Better School-University Relations 524
35.2 Conclusion: Towards a New Logic? 525
References 526
Research, Institutional Evaluation and Evidence-Based Research 529
Introduction 529
References 532
36 On the Role of Philosophical Work in Research in Teacher Education 533
36.1 Introduction 533
36.2 Philosophy of Teacher Education: Traditions of Philosophical Inquiry 535
36.2.1 What Is the Importance of Subject Knowledge in the Preparation and Indeed the Continuing Development of Teachers? 535
36.2.2 What Kind of Theoretical Knowledge and Understanding (If Any) Do Teachers Need to Have and to Engage with in Their Own Terms? 536
36.2.3 How Should We Understand the Relationship Between Theory and Practice? 538
36.3 Philosophy as Teacher Education Research: Teacher Educators’ Engagement in Philosophical Work 539
36.3.1 The Contribution of Teacher Education Practice to Philosophical Inquiry 540
36.4 Philosophy in Teacher Education Research: The Role of Philosophers in Multidisciplinary Research Teams 541
36.4.1 Collaborative Work in Teacher Education Research 542
36.4.2 The Contribution of Philosophers to Multidisciplinary Inquiry in Teacher Education 544
36.5 Conclusion 545
References 545
37 Relational Expertise: A Cultural-Historical Approach to Teacher Education 547
37.1 What Is the Problem? 547
37.2 Cultural-Historical Approaches to Learning 548
37.3 Relational Expertise, Relational Agency and Common Knowledge in Teachers’ Learning 551
37.4 Cultural-Historical Approaches to Teacher Education 555
37.5 The Oxford Education Deanery: A New Hybrid Space 556
37.6 Putting Research into Action 558
References 558
38 Researching Teacher Education Policy: A Case Study from Scotland 560
38.1 Introduction 560
38.2 The Scottish Policy Context 561
38.2.1 Public Policy Governance in Scotland 561
38.2.2 Teacher Education Policy in Scotland 561
38.3 Approach Taken 563
38.4 Analysis 564
38.5 Discussion 569
References 572
39 Researching Practice as Education and Reform 573
39.1 Introduction 573
39.2 The Union of Change and Action Research 573
39.3 Change and Educational Reform 574
39.4 Teacher Learning 576
39.5 Using Action Research as a Reform Strategy 577
39.5.1 The Kazakh Example—The Context and the Reform 577
39.6 The Action Research Project in Kazakhstan 579
39.7 The Action Research Project in South Africa 580
39.8 Action Research as a Vehicle for Teacher Learning 580
39.8.1 A Complex Dynamic Phenomenon 580
39.8.2 Rooted in the Context, Systems and in Professional Community 581
39.9 Action Research as a Vehicle for Curriculum Development 583
39.10 Action Research as a Vehicle for Reform 583
39.11 Researching Practice as Education and Reform 583
References 584
40 Representing Teaching Within High-Stakes Teacher Performance Assessments 586
40.1 Introduction 586
40.2 The edTPA as a Tool for Measuring Quality Teaching 587
40.2.1 The edTPA and Its Proliferation Across the United States 587
40.2.2 The Difficulty of Representing High-Quality Practice in Assessments of Teaching 589
40.3 Tensions Associated with Representing Teaching in the edTPA 590
40.3.1 Conceptualizing, Constructing, and Fully Portraying Teaching Quality 590
40.3.2 Choosing What Elements of Teaching to Demonstrate or Conceal 592
40.4 Implications for TPAS in the Current Accountability Climate 594
References 596
41 Research and the Undermining of Teacher Education 598
41.1 Introduction 598
41.2 The Evolving Nature of Universities and Higher Education 599
41.3 The Increased Importance of Research 600
41.4 Evolving Nature of Educational Studies Within Universities 600
41.5 Criticisms of Educational Research 602
41.6 But Different Kinds of Educational Research 604
41.7 Impact of Research Measurement 606
References 609
42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education 610
42.1 Views on the Knowledge Teachers Need to Be Able to Teach Well 612
42.2 An Evolving Theoretical Framework to Guide Studies 613
42.3 The Use of Diverse and Increasingly Sophisticated Methods 614
42.4 Designing and Implementing a Comparative Study of Teacher Education 616
42.4.1 Piloting the TEDS-M Study 617
42.5 The TEDS-M Study Design 618
42.5.1 Findings from TEDS-M 620
42.5.2 Contributions of TEDS-M 621
42.6 A New Study: FIRSTMATH 621
42.7 Conclusion 622
References 623
43 The Place of Research in Teacher Education? An Analysis of the Australian Teacher Education Ministerial Advisory Group Report Action Now: Classroom Ready Teachers 626
43.1 Introduction 626
43.2 Context 627
43.2.1 Research and the Teaching Profession: Building the Capacity for a Self-improving Education System 629
43.3 TEMAG: Background and Findings 630
43.4 TEMAG and ‘Classroom Readiness’ 633
43.4.1 Classroom Readiness—What? 633
43.4.2 Classroom Readiness—How? 634
43.4.3 Classroom Readiness—Standards? 634
43.5 TEMAG and the Assumed Role of Research in Initial Teacher Education 635
43.6 Classroom Readiness and Research Literacy 636
References 638
44 Educating the Educators: Policies and Initiatives in European Teacher Education 640
44.1 Introduction 640
44.2 Competences and Teacher Educators’ Professional Learning 641
44.3 Three European Case Studies 645
44.3.1 The Netherlands 645
44.3.2 Norway 647
44.3.3 England 649
44.3.4 Teacher Educators’ Professional Learning Across the National Cases 651
44.3.5 Info-TED and Its Vision for Teacher Educators’ Professional Development 652
References 654
45 Making Connections in the UK and Australia—Research, Teacher Education and Educational Improvement 656
45.1 Introduction 656
45.2 Teaching and Teachers 657
45.3 The Reform of Teacher Education 659
45.4 The BERA-RSA Inquiry 661
45.5 Conclusion 664
References 665
Pedagogy in Action 666
Introduction 666
Key Characteristics of a Community of Practice 666
References 669
46 ‘If I Could Not Make a Difference Why Would I Be a Teacher?’ Teaching English as an Additional Language and the Quest for Social Justice 670
46.1 Introduction 670
46.2 Impact of the Global on the Local 671
46.3 EAL and the Role of Policy 671
46.4 EAL in England 673
46.5 Latest Research in UK 674
46.6 Impact on Schools 675
46.7 Teaching EAL in the Global Classroom: A Transnational Study in US and UK 675
46.8 EAL in Real Classrooms 677
46.9 Ethnicity, Language and Allegiance 677
46.10 Classroom Environment and Differentiation 678
46.11 Teaching for Tests 679
46.12 Literacy and Library 680
46.13 Collaborative Writing 681
46.14 Classroom Climate and Language Learning 682
46.15 Concluding Remarks 682
Acknowledgements 683
References 684
47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching for English Language Learners 686
47.1 Introduction 686
47.2 Current Context 686
47.2.1 Mobility of Populations 687
47.2.2 Linguistic and Academic Achievements of English Language Learners 687
47.2.3 Teacher Preparation and Effectiveness 688
47.3 New Educational Aspirations 689
47.4 Current Challenges in Preparing Teachers of ELL Students 690
47.4.1 Limitations of Standards 691
47.4.2 Language Knowledge—The Cinderella of Pre-service? 691
47.4.3 Assessment 692
47.5 A Way Forward 693
47.5.1 Clarity in Teacher Explanations 693
47.5.2 Associations Between Quality of Mathematics and Language Features 694
47.5.3 Intersection of the Quality of Mathematics and Teacher Explanations 694
47.5.4 Responding to Content and Language Learning Needs 696
47.5.5 Initial Challenges 697
47.6 Directions for Future Research 698
47.7 Conclusion 699
References 699
48 University Coursework and School Experience: The Challenge to Amalgamate Learning 702
48.1 Introduction 702
48.2 Teacher Education: Developing Teachers in an Integrated and Holistic Manner 703
48.3 Learning to Teach 703
48.4 Putting Professional Experience at the Centre 704
48.5 The Approach 706
48.6 Activating Professional Experience Through a Partnership 708
References 712
49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda 714
49.1 Introduction 714
49.2 Selected Relevant Previous Research 716
49.3 Researching Teacher Education as a Design Concept 718
49.3.1 Design 718
49.3.2 Double Stimulation 719
49.3.3 Transformative Agency 720
49.4 Empirical Contexts and Cases 721
49.5 Case 1: Digital Exam 721
49.6 Case 2: Introducing R& D
49.7 Designs for Co-configuration 725
References 727
50 Theorising Teacher Practice with Technology: Implications for Teacher Education Research 729
50.1 Introduction 730
50.2 Ed-tech Policy Discourse: Example of Australia 730
50.3 Approaches to Educational Technology Research 731
50.4 Alternate Understandings of Teacher Technology Practice 734
50.5 Considering Teacher Education 736
50.6 Conclusion 738
References 739
51 Capturing Science PCK Through Students’ Experiences 741
51.1 Introduction 741
51.2 Pedagogical Content Knowledge to Promote Students’ Learning 743
51.3 Design of the Project 744
51.4 Analysis 746
51.5 The Lesson 746
51.6 Students’ Experiences and Perceptions of Their Learning from the Lesson 747
51.6.1 Linking the Content to Students’ Everyday Experiences 747
51.6.2 Focusing on Similarities and Differences Between Concepts and Phenomena 749
51.6.3 Using Knowledge of Students’ Previous Understandings and Engagement in the Teaching Activities 750
51.6.4 Subject Matter Knowledge and Enthusiasm for the Content 751
51.7 Discussion—Learning About Teaching from Students 752
51.8 Conclusion 753
References 754
52 Teacher Sense-Making in School-Based Curriculum Development Through Critical Collaborative Professional Enquiry 756
52.1 Introduction 756
52.2 Professional Enquiry—Some Themes from the Literature 758
52.3 Critical Collaborative Professional Enquiry (CCPE) 760
52.3.1 The Development of CCPE 760
52.3.2 Developing a Robust Model for Enquiry 761
52.3.3 Stage One: Conceptual Development 763
52.3.4 Stage Two: The ‘How’ of CCPE 764
52.4 Discussion: Findings and Implications 765
52.4.1 Findings 766
52.4.2 Implications 767
Acknowledgements 768
References 769
53 Flows of Knowledge in Teaching Teams: A Collaborative Approach to Research in Early Childhood Education 771
53.1 Teacher Knowledge and Knowledge Environments in the Twenty First Century 772
53.2 Starting Strong: Critical Perspectives on the ECE Teaching Profession 774
53.3 Newly Qualified Teachers in Aotearoa New Zealand 775
53.4 The Study of Flows of Knowledge 778
53.5 Researching Flows of Knowledge 779
53.6 Concluding Comments 781
References 781
54 Conquering Content: A Key to Promoting Self-efficacy in Primary Science Teaching 784
54.1 Introduction 784
54.2 Barriers to Inquiry-Based Learning in Primary Science 784
54.3 The Context of This Study 787
54.4 The Response to the Challenge in the Science Curriculum Area Within CUSP 787
54.5 The CUSP School’s Response 788
54.6 Methodology 789
54.7 The Lead-Up to the Development of the School’s Science Implementation Plan (SIP) 791
54.8 The Design of the School’s Science Implementation Plan 793
54.9 Conclusions 794
References 795
55 Mentoring of Newly Qualified Teachers in the Educational Sense 797
55.1 Formalization and Informalization in Professional Learning 798
55.2 Induction and Mentoring in the Educational Sense 799
55.3 The Dilemmas and Paradoxes of Teacher Autonomy 803
References 806
56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a Pan-European Collaboration 809
56.1 Introduction 809
56.2 Collaborative Co-creation of Inquiry-Based Science Education and Assessment (IBSEA) Resources 812
56.2.1 Impact of Collaboration for Developing IBSEA Resources 814
56.3 Development of Pan-European Teacher Education Programmes in IBSEA 815
56.3.1 Impact of Collaboration for Developing SAILS TEPs 819
56.4 Conclusions and Implications 820
Acknowledgement 821
References 821
Author Index 823

Produkt-Details

• Erscheint lt. Verlag: 31.5.2017
• Zusatzinfo: XIX, 850 p. 33 illus.
• Verlagsort: Singapore
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Berufspädagogik
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Bildungstheorie
• Schlagworte: Accountability and Teacher Preparation • Corporate management of education • Critical-emancipatory models • curriculum convergence • global education reform • Inclusive Education • Mentoring of student teachers • Partnership arrangements • placement and practicum • Privatisation of teacher education • professional education • professional practice knowledge • reflective practice • School Governance • Standardization of education • Teacher Education • teacher educators • teacher professional learning • teaching standards • University-led teacher education
• ISBN-10: 981-10-4075-3 / 9811040753
• ISBN-13: 978-981-10-4075-7 / 9789811040757