Pub Date : 2018-08-22DOI: 10.5772/INTECHOPEN.77978
Chien-Chin Chen
With the rise of global competition and the focus on teacher quality, teacher profes- sional development is becoming increasingly crucial, and the stress and challenges for principals are more severe than ever. Teachers can improve their professional abilities through principals’ instructional supervision and their own knowledge-management (KM) behaviors to benefit students. Thus, this chapter analyzes the relationship among principals’ instructional supervision, teachers’ KM, and teachers’ professional development. The author believes that principals’ instructional supervision and effective KM can facilitate the professional development of teachers. The author also believes the readers can know the relationships among them, and teachers’ professional development can be improved through principal’s instructional supervision and teachers’ KM behaviors.
{"title":"Facilitation of Teachers’ Professional Development through Principals’ Instructional Supervision and Teachers’ Knowledge- Management Behaviors","authors":"Chien-Chin Chen","doi":"10.5772/INTECHOPEN.77978","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.77978","url":null,"abstract":"With the rise of global competition and the focus on teacher quality, teacher profes- sional development is becoming increasingly crucial, and the stress and challenges for principals are more severe than ever. Teachers can improve their professional abilities through principals’ instructional supervision and their own knowledge-management (KM) behaviors to benefit students. Thus, this chapter analyzes the relationship among principals’ instructional supervision, teachers’ KM, and teachers’ professional development. The author believes that principals’ instructional supervision and effective KM can facilitate the professional development of teachers. The author also believes the readers can know the relationships among them, and teachers’ professional development can be improved through principal’s instructional supervision and teachers’ KM behaviors.","PeriodicalId":339499,"journal":{"name":"Contemporary Pedagogies in Teacher Education and Development","volume":"182 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115556505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-22DOI: 10.5772/INTECHOPEN.76483
Aishling A. Flaherty
This chapter sets out to discuss the tenants of power and empowerment as features of teachers' professional knowledge. At the root of empowerment is power and this power works to shape the experiences of every individual within the school institution. While teachers may not have the ability to control some aspects of how power is operationa-lized within the school institution, teachers do have control over how they perceive and operationalize power in the classroom. As such, it is argued that the effective and conscious operationalization of this power is a key aspect of the professional develop- ment of teachers. This chapter explores the concepts of power and empowerment, their various conceptualizations and their implications on classroom teaching and learning processes. Through embracing empowerment as an educational philosophy, an account of how teachers can generate empowering learning environments for their students will be provided. consequences of how they use their power.
{"title":"Power and Empowerment in Schools","authors":"Aishling A. Flaherty","doi":"10.5772/INTECHOPEN.76483","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.76483","url":null,"abstract":"This chapter sets out to discuss the tenants of power and empowerment as features of teachers' professional knowledge. At the root of empowerment is power and this power works to shape the experiences of every individual within the school institution. While teachers may not have the ability to control some aspects of how power is operationa-lized within the school institution, teachers do have control over how they perceive and operationalize power in the classroom. As such, it is argued that the effective and conscious operationalization of this power is a key aspect of the professional develop- ment of teachers. This chapter explores the concepts of power and empowerment, their various conceptualizations and their implications on classroom teaching and learning processes. Through embracing empowerment as an educational philosophy, an account of how teachers can generate empowering learning environments for their students will be provided. consequences of how they use their power.","PeriodicalId":339499,"journal":{"name":"Contemporary Pedagogies in Teacher Education and Development","volume":"254 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116334419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-22DOI: 10.5772/INTECHOPEN.78968
Christine Edwards-Groves
Pedagogical talk in classroom lessons forms the dynamism of teaching and learning. Understanding how talk functions and influences learning in highly nuanced ways is a fundamental matter for understanding professional practice, and indeed teacher efficacy. However, it is often the case that preservice teacher’s (PSTs) explicit knowledge about the role of dialogue for accomplishing lessons hovers above understanding and enacting a repertoire of talk moves that ‘actively’ promotes student learning and agency. Indeed, both a meta-awareness of dialogic approaches to teaching, and a metalanguage language for talking about talk in lessons, is generally limited to cursory knowings focused on questioning. Arguably, this limitation has the potential to restrict student learning when PSTs begin their teaching careers. The chapter draws on a three-year empirical study conducted in a teacher education faculty in rural Australia. The study centred on sup- porting PSTs understand dialogicality as core to teaching and to practise enacting quality pedagogical dialogues in classrooms with students. Specifically, this chapter argues that to be productive it is necessary for PSTs to understand, develop and practise a repertoire of interactive talk moves that treat student contributions in discussions as critical for the accomplishment of productive learning experiences.
{"title":"Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom Interaction Practices as Core Teaching Practice","authors":"Christine Edwards-Groves","doi":"10.5772/INTECHOPEN.78968","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.78968","url":null,"abstract":"Pedagogical talk in classroom lessons forms the dynamism of teaching and learning. Understanding how talk functions and influences learning in highly nuanced ways is a fundamental matter for understanding professional practice, and indeed teacher efficacy. However, it is often the case that preservice teacher’s (PSTs) explicit knowledge about the role of dialogue for accomplishing lessons hovers above understanding and enacting a repertoire of talk moves that ‘actively’ promotes student learning and agency. Indeed, both a meta-awareness of dialogic approaches to teaching, and a metalanguage language for talking about talk in lessons, is generally limited to cursory knowings focused on questioning. Arguably, this limitation has the potential to restrict student learning when PSTs begin their teaching careers. The chapter draws on a three-year empirical study conducted in a teacher education faculty in rural Australia. The study centred on sup- porting PSTs understand dialogicality as core to teaching and to practise enacting quality pedagogical dialogues in classrooms with students. Specifically, this chapter argues that to be productive it is necessary for PSTs to understand, develop and practise a repertoire of interactive talk moves that treat student contributions in discussions as critical for the accomplishment of productive learning experiences.","PeriodicalId":339499,"journal":{"name":"Contemporary Pedagogies in Teacher Education and Development","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114608283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-22DOI: 10.5772/INTECHOPEN.76592
A. Zohar, Elina Lustov
This study investigates challenges in addressing metacognition in professional devel- opment (PD) programs addressing instruction of higher-order thinking (HOT). A set of semi-structured interviews was conducted with 18 instructional leaders who had prominent roles in large-scale implementation programs designed to teach HOT. Most participants (n = 15) expressed the opinion that metacognition is valuable in teaching HOT yet, reported that metacognitive teaching is rare in wide-scale efforts to implement HOT. They explained that the major reason for this gap is teachers’ fragile knowledge of metacognition. The analysis shows a deficiency in teachers’ general metacognitive knowledge, deficiency in the more specific metastrategic knowledge (MSK) regarding individual thinking strategies, and deficiencies in relevant pedagogical knowledge. Implications are discussed. noted weaknesses in teachers’ knowledge regarding metacognition, referring to two different elements: knowledge of metacognition and pedagogical knowledge
{"title":"Challenges in Addressing Metacognition in Professional Development Programs in the Context of Instruction of Higher- Order Thinking","authors":"A. Zohar, Elina Lustov","doi":"10.5772/INTECHOPEN.76592","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.76592","url":null,"abstract":"This study investigates challenges in addressing metacognition in professional devel- opment (PD) programs addressing instruction of higher-order thinking (HOT). A set of semi-structured interviews was conducted with 18 instructional leaders who had prominent roles in large-scale implementation programs designed to teach HOT. Most participants (n = 15) expressed the opinion that metacognition is valuable in teaching HOT yet, reported that metacognitive teaching is rare in wide-scale efforts to implement HOT. They explained that the major reason for this gap is teachers’ fragile knowledge of metacognition. The analysis shows a deficiency in teachers’ general metacognitive knowledge, deficiency in the more specific metastrategic knowledge (MSK) regarding individual thinking strategies, and deficiencies in relevant pedagogical knowledge. Implications are discussed. noted weaknesses in teachers’ knowledge regarding metacognition, referring to two different elements: knowledge of metacognition and pedagogical knowledge","PeriodicalId":339499,"journal":{"name":"Contemporary Pedagogies in Teacher Education and Development","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114741446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-22DOI: 10.5772/INTECHOPEN.77036
Maya Wizel
As technology creates change at a faster pace than ever before, education battles to remain relevant. With no one right way to design schools, some teachers are hacking —that is, acting innovatively—in the public K-12 system. This chapter discusses a qualitative research aimed at examining characteristics and conditions under which teachers hack their classroom pedagogy in disruptive innovation, emphasizing the study’s implications for teacher education. Participants were eight public school teachers from Massachusetts with more than 1 year experience in the profession, working in the classroom at the time of the study, and demonstrating pedagogic innovation. The results show recurring notions connected to teachers as hackers, their professional identities, the ways they act, and common characteristics of idealism, motivation, reflection, adaptation, and resource -fulness. The framework of hacking to describe innovative actions of public school teachers adds to existing terminology and offers a fresh lens through which to view and re-struc ture teacher education. The recommendations can serve as a north star for preparing teachers to reform the twenty-first century public school system from within.
{"title":"Preparing Educational Hackers","authors":"Maya Wizel","doi":"10.5772/INTECHOPEN.77036","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.77036","url":null,"abstract":"As technology creates change at a faster pace than ever before, education battles to remain relevant. With no one right way to design schools, some teachers are hacking —that is, acting innovatively—in the public K-12 system. This chapter discusses a qualitative research aimed at examining characteristics and conditions under which teachers hack their classroom pedagogy in disruptive innovation, emphasizing the study’s implications for teacher education. Participants were eight public school teachers from Massachusetts with more than 1 year experience in the profession, working in the classroom at the time of the study, and demonstrating pedagogic innovation. The results show recurring notions connected to teachers as hackers, their professional identities, the ways they act, and common characteristics of idealism, motivation, reflection, adaptation, and resource -fulness. The framework of hacking to describe innovative actions of public school teachers adds to existing terminology and offers a fresh lens through which to view and re-struc ture teacher education. The recommendations can serve as a north star for preparing teachers to reform the twenty-first century public school system from within.","PeriodicalId":339499,"journal":{"name":"Contemporary Pedagogies in Teacher Education and Development","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133377094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-22DOI: 10.5772/INTECHOPEN.77979
J. Lavonen
The chapter analyses teacher professionalism and how professional teachers are educated in Finland and will be educated in future. Second, successes and challenges in the Finnish educational context and the role of teachers in education are discussed. The third section examines shortly primary and secondary teacher education at the University of Helsinki as an example of a teacher education programme in Finland. The main topic concerns how Finnish teacher education is aimed to be improved through broad-based collaboration. The Minister of Education nominated 100 experts from universities, the ministry, the teachers’ union, student unions and municipal union to a Finnish Teacher Education Forum and asked them to analyse research outcomes related to teacher education, to identify best practices based on teacher education strategies and policy documents in other countries, organise a national brainstorming process related to the renewal of teacher education and, finally, prepare a Development Programme for Teachers’ Pre- and In-service Education (life-long professional development) in Finland. Furthermore, the forum was asked to identify key actions to undertake to improve teacher education and support the implementation of the development programme, and also to create the conditions through financing pilot projects and organising meetings for the renewal of Finnish teacher education through professional development projects.
{"title":"Educating Professional Teachers in Finland through the Continuous Improvement of Teacher Education Programmes","authors":"J. Lavonen","doi":"10.5772/INTECHOPEN.77979","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.77979","url":null,"abstract":"The chapter analyses teacher professionalism and how professional teachers are educated in Finland and will be educated in future. Second, successes and challenges in the Finnish educational context and the role of teachers in education are discussed. The third section examines shortly primary and secondary teacher education at the University of Helsinki as an example of a teacher education programme in Finland. The main topic concerns how Finnish teacher education is aimed to be improved through broad-based collaboration. The Minister of Education nominated 100 experts from universities, the ministry, the teachers’ union, student unions and municipal union to a Finnish Teacher Education Forum and asked them to analyse research outcomes related to teacher education, to identify best practices based on teacher education strategies and policy documents in other countries, organise a national brainstorming process related to the renewal of teacher education and, finally, prepare a Development Programme for Teachers’ Pre- and In-service Education (life-long professional development) in Finland. Furthermore, the forum was asked to identify key actions to undertake to improve teacher education and support the implementation of the development programme, and also to create the conditions through financing pilot projects and organising meetings for the renewal of Finnish teacher education through professional development projects.","PeriodicalId":339499,"journal":{"name":"Contemporary Pedagogies in Teacher Education and Development","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127647811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-07DOI: 10.5772/INTECHOPEN.76326
M. Mäkinen
This chapter presents the results of the study of pre-service teachers’ curriculum ideologies and what kind of belief stances about inclusive education they reflect. The chapter also provides insights into the steps the schools are taking toward inclusive school culture in Finland. The data were collected from 115 pre-service teachers in connection with two undergraduate study courses within the Primary School Teacher Education (PSTE) program. Their written reflections were interpreted through the lenses of curriculum ideology framework and inclusive education reform agenda. The findings reveal two types of tensions between pre-service teachers’ curriculum ideologies: “knowledge versus experience” and “adoption versus reconstruction.” These tensions reflect preservice teachers’ prerequisites for working in inclusive settings and ways to interpret the inclusive agenda stated by the international and national declarations. The results are discussed and suggestions are made for ways to enhance the implementation of inclusive education and develop teacher education.
{"title":"Curriculum Ideologies Reflecting Pre-Service Teachers’ Stances toward Inclusive Education","authors":"M. Mäkinen","doi":"10.5772/INTECHOPEN.76326","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.76326","url":null,"abstract":"This chapter presents the results of the study of pre-service teachers’ curriculum ideologies and what kind of belief stances about inclusive education they reflect. The chapter also provides insights into the steps the schools are taking toward inclusive school culture in Finland. The data were collected from 115 pre-service teachers in connection with two undergraduate study courses within the Primary School Teacher Education (PSTE) program. Their written reflections were interpreted through the lenses of curriculum ideology framework and inclusive education reform agenda. The findings reveal two types of tensions between pre-service teachers’ curriculum ideologies: “knowledge versus experience” and “adoption versus reconstruction.” These tensions reflect preservice teachers’ prerequisites for working in inclusive settings and ways to interpret the inclusive agenda stated by the international and national declarations. The results are discussed and suggestions are made for ways to enhance the implementation of inclusive education and develop teacher education.","PeriodicalId":339499,"journal":{"name":"Contemporary Pedagogies in Teacher Education and Development","volume":"204 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131824265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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