Pub Date : 2020-12-17DOI: 10.1080/10476210.2020.1844178
M. Ryan, Leonie Rowan, J. Lunn Brownlee, Theresa Bourke, L. L’Estrange, S. Walker, Peter Churchward
ABSTRACT Teachers around the world report a lack of confidence about working with learners who are regarded as ‘diverse’. This paper draws on mixed-methods research to explore knowledge claims that underpin the pedagogical work of teacher educators. Using our theoretical framing of epistemic reflexivity, we show connections between knowledge claims made across the broad literature of teacher education/diversity and those made by teacher educators about their practices and programs. Findings identified challenges with respect to existing practice which point to different ways of knowing about our work. This paper is a call to action for teacher educators to reclaim their accountability for teaching diversity.
{"title":"Teacher education and teaching for diversity: a call to action","authors":"M. Ryan, Leonie Rowan, J. Lunn Brownlee, Theresa Bourke, L. L’Estrange, S. Walker, Peter Churchward","doi":"10.1080/10476210.2020.1844178","DOIUrl":"https://doi.org/10.1080/10476210.2020.1844178","url":null,"abstract":"ABSTRACT Teachers around the world report a lack of confidence about working with learners who are regarded as ‘diverse’. This paper draws on mixed-methods research to explore knowledge claims that underpin the pedagogical work of teacher educators. Using our theoretical framing of epistemic reflexivity, we show connections between knowledge claims made across the broad literature of teacher education/diversity and those made by teacher educators about their practices and programs. Findings identified challenges with respect to existing practice which point to different ways of knowing about our work. This paper is a call to action for teacher educators to reclaim their accountability for teaching diversity.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"194 - 213"},"PeriodicalIF":1.6,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1844178","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42772859","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 : 2020-12-07DOI: 10.1080/10476210.2020.1825666
David Alcántara Miranda, I. Silva-Peña
ABSTRACT ‘Son, the only thing that I want is to tell you is that I need you to be aware that you are getting out of a Ferrari and into a Citroneta.’ This is what David’s father said to him when he left engineering to enter physical education. In his new career, a teacher educator asked him, ‘Why didn’t you study something more difficult?’ David’s intellectual curiosity increased, so three years later, he also started to study pedagogy in philosophy in parallel. When he told another teacher educator that he had begun this new pedagogical program, that teacher said, ‘You will be two times poor!’ We think, write, and rewrite together these stories, analyzing the role of teacher educators in support of teacher education experiences. This research was conducted using the three-dimensional spaces of an autobiographical narrative inquiry. The narrative analysis was a thorough rereading of the final text and conversations between the participant/first author and the second author (teacher educator). Stories lead people to think about sustaining teachers to assist them in experiencing more desirable educational processes. We asked questions about helping teachers to preserve motivation and persistence across the difficulties associated with teaching tasks.
{"title":"From Ferrari to Citroneta. Sustaining student teachers’ stories","authors":"David Alcántara Miranda, I. Silva-Peña","doi":"10.1080/10476210.2020.1825666","DOIUrl":"https://doi.org/10.1080/10476210.2020.1825666","url":null,"abstract":"ABSTRACT ‘Son, the only thing that I want is to tell you is that I need you to be aware that you are getting out of a Ferrari and into a Citroneta.’ This is what David’s father said to him when he left engineering to enter physical education. In his new career, a teacher educator asked him, ‘Why didn’t you study something more difficult?’ David’s intellectual curiosity increased, so three years later, he also started to study pedagogy in philosophy in parallel. When he told another teacher educator that he had begun this new pedagogical program, that teacher said, ‘You will be two times poor!’ We think, write, and rewrite together these stories, analyzing the role of teacher educators in support of teacher education experiences. This research was conducted using the three-dimensional spaces of an autobiographical narrative inquiry. The narrative analysis was a thorough rereading of the final text and conversations between the participant/first author and the second author (teacher educator). Stories lead people to think about sustaining teachers to assist them in experiencing more desirable educational processes. We asked questions about helping teachers to preserve motivation and persistence across the difficulties associated with teaching tasks.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"139 - 153"},"PeriodicalIF":1.6,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1825666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44563085","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 : 2020-12-02DOI: 10.1080/10476210.2020.1840544
A. P. Rogers, E. Reagan, C. Ward
ABSTRACT To address increasing national interest in teacher candidate performance assessments, this multiple case study examined three novice teachers’ assessment literacy practices from their completion of a teacher candidate performance assessment through their first year of teaching. Drawing on the literature on assessment literacy and novice teacher learning, we analyzed multiple data sources including a performance assessment completed at the end of teacher preparation, and interviews and observations over the first year of teaching. Findings suggest that novice teachers’ practice of assessment can be traced back to the performance assessment, particularly in the areas of designing assessments, analyzing assessment data, providing feedback to students, and using assessment information to inform instructional decisions. In some instances, change in assessment practice across time was attributable to specific teacher preparation components, professional support, and personal factors. This study contributes to the limited body of research that explores the relationship of performance assessments completed at the end of teacher preparation and classroom practice during the first year of teaching.
{"title":"Preservice teacher performance assessment and novice teacher assessment literacy","authors":"A. P. Rogers, E. Reagan, C. Ward","doi":"10.1080/10476210.2020.1840544","DOIUrl":"https://doi.org/10.1080/10476210.2020.1840544","url":null,"abstract":"ABSTRACT To address increasing national interest in teacher candidate performance assessments, this multiple case study examined three novice teachers’ assessment literacy practices from their completion of a teacher candidate performance assessment through their first year of teaching. Drawing on the literature on assessment literacy and novice teacher learning, we analyzed multiple data sources including a performance assessment completed at the end of teacher preparation, and interviews and observations over the first year of teaching. Findings suggest that novice teachers’ practice of assessment can be traced back to the performance assessment, particularly in the areas of designing assessments, analyzing assessment data, providing feedback to students, and using assessment information to inform instructional decisions. In some instances, change in assessment practice across time was attributable to specific teacher preparation components, professional support, and personal factors. This study contributes to the limited body of research that explores the relationship of performance assessments completed at the end of teacher preparation and classroom practice during the first year of teaching.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"175 - 193"},"PeriodicalIF":1.6,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1840544","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42112360","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 : 2020-11-27DOI: 10.1080/10476210.2020.1844650
O. M. Odebiyi, Youn-Jeng Choi
ABSTRACT Available evidence indicates that teacher candidates undergo shifts in beliefs throughout the process of learning to teach, and various contextual realities contribute to reshaping their general teaching beliefs. The concept of epistemic beliefs is key to understanding teacher development as cross-cultural teacher education becomes increasingly common. This study examines Nigerian teacher candidates’ conceptions about the nature and process of knowing, epistemic beliefs. This exploration of these epistemic beliefs is framed within the United States-based Schommer model. Exploratory factor analysis was employed to examine a sample of 1009 full-time teacher candidates at two large public institutions in southwestern Nigeria. Findings indicate that Nigerian teacher candidates expressed dependently complex, yet distinct epistemic beliefs compared to their U.S. counterparts. The findings are contextualized within the effective deployment of teacher education research across cultures, highlighting sociocultural antecedents to the nature of reality in the measures of teacher candidates’ epistemic beliefs in non-Western contexts. Implications for educational theory, research, and practice are discussed.
{"title":"The challenges of measuring epistemic beliefs across cultures: evidence from Nigerian teacher candidates","authors":"O. M. Odebiyi, Youn-Jeng Choi","doi":"10.1080/10476210.2020.1844650","DOIUrl":"https://doi.org/10.1080/10476210.2020.1844650","url":null,"abstract":"ABSTRACT Available evidence indicates that teacher candidates undergo shifts in beliefs throughout the process of learning to teach, and various contextual realities contribute to reshaping their general teaching beliefs. The concept of epistemic beliefs is key to understanding teacher development as cross-cultural teacher education becomes increasingly common. This study examines Nigerian teacher candidates’ conceptions about the nature and process of knowing, epistemic beliefs. This exploration of these epistemic beliefs is framed within the United States-based Schommer model. Exploratory factor analysis was employed to examine a sample of 1009 full-time teacher candidates at two large public institutions in southwestern Nigeria. Findings indicate that Nigerian teacher candidates expressed dependently complex, yet distinct epistemic beliefs compared to their U.S. counterparts. The findings are contextualized within the effective deployment of teacher education research across cultures, highlighting sociocultural antecedents to the nature of reality in the measures of teacher candidates’ epistemic beliefs in non-Western contexts. Implications for educational theory, research, and practice are discussed.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"214 - 236"},"PeriodicalIF":1.6,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1844650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43424130","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 : 2020-11-27DOI: 10.1080/10476210.2020.1843617
Martin Mills, Nicole Mockler, M. Stacey, B. Taylor
ABSTRACT Teachers’ engagement with and understanding of educational research and data is an increasing concern for policy-makers around the globe. With unprecedented access to, and new forms of, ‘data’ in schools, concerns for its ‘best practice’ use in classroom decision-making have come to the fore. In academic spaces, these developments have also been of concern due to what such pushes for ‘evidence-based practice’ may elide in terms of teacher knowledge and professionalism. In this article, we present findings from two national contexts, England and Australia, in order to explore how teachers understand themselves and their work in relation to educational data and research. We find that, despite highly engaged samples across contexts who place considerable importance on such research and data, respondents do not report an equal sense of capacity across the various forms which they may take. Particular limitations are identified in relation to action research. We argue that these results have consequences for the development of a ‘mature’ profession that goes beyond performative forms of professionalism and towards those of a ‘research-rich’ culture of trust.
{"title":"Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism","authors":"Martin Mills, Nicole Mockler, M. Stacey, B. Taylor","doi":"10.1080/10476210.2020.1843617","DOIUrl":"https://doi.org/10.1080/10476210.2020.1843617","url":null,"abstract":"ABSTRACT Teachers’ engagement with and understanding of educational research and data is an increasing concern for policy-makers around the globe. With unprecedented access to, and new forms of, ‘data’ in schools, concerns for its ‘best practice’ use in classroom decision-making have come to the fore. In academic spaces, these developments have also been of concern due to what such pushes for ‘evidence-based practice’ may elide in terms of teacher knowledge and professionalism. In this article, we present findings from two national contexts, England and Australia, in order to explore how teachers understand themselves and their work in relation to educational data and research. We find that, despite highly engaged samples across contexts who place considerable importance on such research and data, respondents do not report an equal sense of capacity across the various forms which they may take. Particular limitations are identified in relation to action research. We argue that these results have consequences for the development of a ‘mature’ profession that goes beyond performative forms of professionalism and towards those of a ‘research-rich’ culture of trust.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"77 - 98"},"PeriodicalIF":1.6,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1843617","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48041221","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 : 2020-11-26DOI: 10.1080/10476210.2020.1840545
S. White
ABSTRACT The increasing datafication of teachers’ work and schooling practices as evidenced through various metrics of student testing and school improvement measures have continued to grow unabated across many OECD Countries. Such practices have been fuelled by global competition for league tables such as the Programme for International Student Assessment (PISA) with ‘big data’ having a major impact on how teachers are expected to gather, analyse and report data. For schools in Australia, the turn of the millennium has heralded the ‘high stakes’ data trend and the roll-out of standardised testing. This paper reports on an Australian study’s findings, against such a backdrop, to explore the impact and challenges of an overly data-rich environment for educators, teachers and system leaders and what might be the enabling conditions to move towards a more research-rich teaching profession. The findings suggest that perhaps standards and data are not the enemy for teachers, rather it is standardisation and the datafication of students that creates an amplification of the effects of institutional rankings and league tables. Enabling conditions are offered to adopt a more comprehensive and inclusive view of what counts as research and who conducts research, key to enabling a mature teaching profession.
{"title":"Generating enabling conditions to strengthen a research-rich teaching profession: lessons from an Australian study","authors":"S. White","doi":"10.1080/10476210.2020.1840545","DOIUrl":"https://doi.org/10.1080/10476210.2020.1840545","url":null,"abstract":"ABSTRACT The increasing datafication of teachers’ work and schooling practices as evidenced through various metrics of student testing and school improvement measures have continued to grow unabated across many OECD Countries. Such practices have been fuelled by global competition for league tables such as the Programme for International Student Assessment (PISA) with ‘big data’ having a major impact on how teachers are expected to gather, analyse and report data. For schools in Australia, the turn of the millennium has heralded the ‘high stakes’ data trend and the roll-out of standardised testing. This paper reports on an Australian study’s findings, against such a backdrop, to explore the impact and challenges of an overly data-rich environment for educators, teachers and system leaders and what might be the enabling conditions to move towards a more research-rich teaching profession. The findings suggest that perhaps standards and data are not the enemy for teachers, rather it is standardisation and the datafication of students that creates an amplification of the effects of institutional rankings and league tables. Enabling conditions are offered to adopt a more comprehensive and inclusive view of what counts as research and who conducts research, key to enabling a mature teaching profession.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"47 - 62"},"PeriodicalIF":1.6,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1840545","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44343353","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 : 2020-11-19DOI: 10.1080/10476210.2020.1842354
Colleen McLaughlin, E. Wood
ABSTRACT In this paper, we explore Lawrence Stenhouse’s provocation that too much research has been conducted for the world and not enough for the village. This provocation has taken on additional significance in contemporary global policy contexts where neoliberal systems of governance incorporate discourses of educational effectiveness, measurement, standards, quality and sustainable development. Reform movements draw attention to what forms of professional development are effective in the complex global-national policy agendas, with diverse cultural-historical and socio-political contexts. Furthermore, teachers’ work is changing and intensifying under neoliberal systems of governance, specifically what they have to do to interpret and not just to implement policies. Drawing on two contrasting case studies of teacher research in England and Kazakhstan, we examine ‘outside in’ and ‘inside out’ approaches to teacher development. We problematize the concepts of teacher autonomy, the interpretational work of teachers in the context of policy intensification, and strategic compliance as a pragmatic and necessary response to policy frameworks and their intended and unintended consequences. We conclude by suggesting a hybrid, dialectical approach to professional development which sustains teacher autonomy and professionalism.
{"title":"‘The village and the world’: competing agendas in teacher research – professional autonomy, interpretational work and strategic compliance","authors":"Colleen McLaughlin, E. Wood","doi":"10.1080/10476210.2020.1842354","DOIUrl":"https://doi.org/10.1080/10476210.2020.1842354","url":null,"abstract":"ABSTRACT In this paper, we explore Lawrence Stenhouse’s provocation that too much research has been conducted for the world and not enough for the village. This provocation has taken on additional significance in contemporary global policy contexts where neoliberal systems of governance incorporate discourses of educational effectiveness, measurement, standards, quality and sustainable development. Reform movements draw attention to what forms of professional development are effective in the complex global-national policy agendas, with diverse cultural-historical and socio-political contexts. Furthermore, teachers’ work is changing and intensifying under neoliberal systems of governance, specifically what they have to do to interpret and not just to implement policies. Drawing on two contrasting case studies of teacher research in England and Kazakhstan, we examine ‘outside in’ and ‘inside out’ approaches to teacher development. We problematize the concepts of teacher autonomy, the interpretational work of teachers in the context of policy intensification, and strategic compliance as a pragmatic and necessary response to policy frameworks and their intended and unintended consequences. We conclude by suggesting a hybrid, dialectical approach to professional development which sustains teacher autonomy and professionalism.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"63 - 76"},"PeriodicalIF":1.6,"publicationDate":"2020-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1842354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47451956","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 : 2020-10-30DOI: 10.1080/10476210.2020.1818718
Michalinos Zembylas
ABSTRACT This paper presents how biopedagogies of disgust can make a contribution to challenging the colonial order that is sustained through affective economies of disgust. It is argued that, for this to happen, teachers need to move students away from the negative affective responses of disgust towards an affirmation of radical difference. Affective solidarity, in particular, might serve as a foundational element of affirmative biopedagogies of disgust and provide a means to reversing the negative role of disgust in colonial continuity. It is argued that fostering affective solidarity is an ethically, politically and pedagogically valuable strategy, because it does not only generate empathy for the colonized Others’ suffering throughout history, but it also cultivates in students commitment to turn critical self-reflection on the visceral elements of disgust into transformative action.
{"title":"The biopolitical function of disgust: ethical and political implications of biopedagogies of disgust in anti-colonial education","authors":"Michalinos Zembylas","doi":"10.1080/10476210.2020.1818718","DOIUrl":"https://doi.org/10.1080/10476210.2020.1818718","url":null,"abstract":"ABSTRACT This paper presents how biopedagogies of disgust can make a contribution to challenging the colonial order that is sustained through affective economies of disgust. It is argued that, for this to happen, teachers need to move students away from the negative affective responses of disgust towards an affirmation of radical difference. Affective solidarity, in particular, might serve as a foundational element of affirmative biopedagogies of disgust and provide a means to reversing the negative role of disgust in colonial continuity. It is argued that fostering affective solidarity is an ethically, politically and pedagogically valuable strategy, because it does not only generate empathy for the colonized Others’ suffering throughout history, but it also cultivates in students commitment to turn critical self-reflection on the visceral elements of disgust into transformative action.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"123 - 138"},"PeriodicalIF":1.6,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2020.1818718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49656057","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 : 2020-10-01DOI: 10.1080/10476210.2019.1649649
Marta Kowalczuk-Walędziak, Amélia Lopes, James M. Underwood, L. Daniela, Otilia Clipa
ABSTRACT The relationship between master’s thesis work and teachers’ professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries – Poland, Portugal, England, Latvia, Romania – perceive the usefulness of dissertation/thesis work for their professional development and how they attempt to use their MA research results in their (future) teaching practice. Results suggest that although most respondents recognized their MA dissertation/thesis work as having a positive impact on their professional development by enhancing their professionalism, personal development and growth, and understanding the relationship between research and practice, they were less confident about the use of MA research findings in their (future) workplaces. These results are discussed in the context of current challenges regarding master’s level education for teachers, national governments’ educational policies, and the relationship between research, teachers’ practices and professional development.
{"title":"Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work","authors":"Marta Kowalczuk-Walędziak, Amélia Lopes, James M. Underwood, L. Daniela, Otilia Clipa","doi":"10.1080/10476210.2019.1649649","DOIUrl":"https://doi.org/10.1080/10476210.2019.1649649","url":null,"abstract":"ABSTRACT The relationship between master’s thesis work and teachers’ professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries – Poland, Portugal, England, Latvia, Romania – perceive the usefulness of dissertation/thesis work for their professional development and how they attempt to use their MA research results in their (future) teaching practice. Results suggest that although most respondents recognized their MA dissertation/thesis work as having a positive impact on their professional development by enhancing their professionalism, personal development and growth, and understanding the relationship between research and practice, they were less confident about the use of MA research findings in their (future) workplaces. These results are discussed in the context of current challenges regarding master’s level education for teachers, national governments’ educational policies, and the relationship between research, teachers’ practices and professional development.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"31 1","pages":"459 - 479"},"PeriodicalIF":1.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2019.1649649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48779131","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 : 2020-10-01DOI: 10.1080/10476210.2019.1631785
Pennie L. Gray
ABSTRACT Educational landscapes shift and change, and beginning teachers are poised to breathe new life into existing educational practices. However, not all nascent teachers are equipped to lead educational change and at times are more likely to implement traditional educational approaches. This study offers insights into the ways in which beginning elementary teachers do or do not replicate the kinds of classroom management systems used during their own childhood elementary education experiences as a result of what Dan Lortie calls the apprenticeship of observation. Results of this study indicate that, when designing their classroom management systems, first-year teachers draw from a range of both traditional and progressive influences including what they recall of their own childhood experiences, what they learned in their teacher preparation program, and what the more experienced teachers at their schools do. Possible conclusions point to the need for teacher preparation programs to remain engaged with graduates in order to help solidify what was learned through the program.
{"title":"Mitigating the apprenticeship of observation","authors":"Pennie L. Gray","doi":"10.1080/10476210.2019.1631785","DOIUrl":"https://doi.org/10.1080/10476210.2019.1631785","url":null,"abstract":"ABSTRACT Educational landscapes shift and change, and beginning teachers are poised to breathe new life into existing educational practices. However, not all nascent teachers are equipped to lead educational change and at times are more likely to implement traditional educational approaches. This study offers insights into the ways in which beginning elementary teachers do or do not replicate the kinds of classroom management systems used during their own childhood elementary education experiences as a result of what Dan Lortie calls the apprenticeship of observation. Results of this study indicate that, when designing their classroom management systems, first-year teachers draw from a range of both traditional and progressive influences including what they recall of their own childhood experiences, what they learned in their teacher preparation program, and what the more experienced teachers at their schools do. Possible conclusions point to the need for teacher preparation programs to remain engaged with graduates in order to help solidify what was learned through the program.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"31 1","pages":"404 - 423"},"PeriodicalIF":1.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2019.1631785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46645991","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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