Pub Date : 2021-11-28DOI: 10.1080/1359866X.2021.2010276
Phatchara Phantharakphong, I. Liyanage
ABSTRACT Understanding teacher learning, and relations between that learning and practice, has become a research priority in the quest for quality. Managerial policy discourses that commodify teachers as academic capital encourage institutions to adopt linear models of professional learning and development (PLD) as auditable value-adding, yet this perspective is at odds with conceptualisations of teacher learning as complex, unpredictable, and individually unique. Whilst teacher PLD defies reductionist theorisations guiding its provision and evaluation, government and institutional policies continue to be dominated by rather simplistic linear and outcomes-focussed conceptualisations. Drawing on interview data, this paper explores practitioners’ own understandings of lived experiences of learning through formal PLD in settings seemingly dominated by linear discourses of relations between learning and practice. We discuss how teachers understand and (re)negotiate their formal PLD experiences in and through practice amidst relational complexities to offer suggestions for rethinking how teachers and institutions approach, participate in, and learn from formal teacher PLD experiences, and for disrupting the linear discourses that dominate and complicate the complexity and nature of teacher learning and practice.
{"title":"Teacher professional learning and development: linear discourses and complexities of teacher learning","authors":"Phatchara Phantharakphong, I. Liyanage","doi":"10.1080/1359866X.2021.2010276","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2010276","url":null,"abstract":"ABSTRACT Understanding teacher learning, and relations between that learning and practice, has become a research priority in the quest for quality. Managerial policy discourses that commodify teachers as academic capital encourage institutions to adopt linear models of professional learning and development (PLD) as auditable value-adding, yet this perspective is at odds with conceptualisations of teacher learning as complex, unpredictable, and individually unique. Whilst teacher PLD defies reductionist theorisations guiding its provision and evaluation, government and institutional policies continue to be dominated by rather simplistic linear and outcomes-focussed conceptualisations. Drawing on interview data, this paper explores practitioners’ own understandings of lived experiences of learning through formal PLD in settings seemingly dominated by linear discourses of relations between learning and practice. We discuss how teachers understand and (re)negotiate their formal PLD experiences in and through practice amidst relational complexities to offer suggestions for rethinking how teachers and institutions approach, participate in, and learn from formal teacher PLD experiences, and for disrupting the linear discourses that dominate and complicate the complexity and nature of teacher learning and practice.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"311 - 323"},"PeriodicalIF":2.6,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47716350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-28DOI: 10.1080/1359866X.2021.2010275
Alison Wrench, Bec Neill, Alexandra Diamond
ABSTRACT Globalisation and human mobility have contributed to increased student diversity in Australian schools and globally. Initial Teacher Education (ITE) programmesare under pressure to prepare pre-service teachers (PST) who can respond to the educational and cultural needs of diverse student cohorts. International study tours and service-learning programs are conceived as means for developing interculturally competent “classroom-ready” teachers. This paper reports on a New Colombo Plan water safety/swimming programmedesigned and delivered by pre-service teachers in a rural Fijian community. Findings indicate that immersion as “other” was important for building empathy and appreciation of the lived realties of linguistically and culturally diverse Indigenous Fijian and Indo-Fijian children. Additionally, findings reveal various ways by which PST enacted cultural competence in teaching the water safety/swimming program. Where international service learning is not always be an option, we argue for multiple opportunities for PST to work with children within diverse communities and cultural life-worlds. At stake is the potential of ITE programs to enable the development of pedagogical practices for meeting the cultural and educational needs of all children We believe these calls have relevance for ITE educators and their programs in Australia and the broader Asia-Indo-Pacific region.
{"title":"International service-learning: possibilities for developing intercultural competence and culturally responsive pedagogies","authors":"Alison Wrench, Bec Neill, Alexandra Diamond","doi":"10.1080/1359866X.2021.2010275","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2010275","url":null,"abstract":"ABSTRACT Globalisation and human mobility have contributed to increased student diversity in Australian schools and globally. Initial Teacher Education (ITE) programmesare under pressure to prepare pre-service teachers (PST) who can respond to the educational and cultural needs of diverse student cohorts. International study tours and service-learning programs are conceived as means for developing interculturally competent “classroom-ready” teachers. This paper reports on a New Colombo Plan water safety/swimming programmedesigned and delivered by pre-service teachers in a rural Fijian community. Findings indicate that immersion as “other” was important for building empathy and appreciation of the lived realties of linguistically and culturally diverse Indigenous Fijian and Indo-Fijian children. Additionally, findings reveal various ways by which PST enacted cultural competence in teaching the water safety/swimming program. Where international service learning is not always be an option, we argue for multiple opportunities for PST to work with children within diverse communities and cultural life-worlds. At stake is the potential of ITE programs to enable the development of pedagogical practices for meeting the cultural and educational needs of all children We believe these calls have relevance for ITE educators and their programs in Australia and the broader Asia-Indo-Pacific region.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"215 - 228"},"PeriodicalIF":2.6,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-20DOI: 10.1080/1359866X.2021.1992926
G. Biesta, Keita Takayama, Margaret Kettle, S. Heimans
Education policy makers do important work, particularly in their role as law makers. They provide the legal structures within which education functions, which includes the provision of financial resources. Viewed from this angle, one might even say that policy can perform a protective function vis-à-vis education, particularly by shielding education from domination by commercial interests or ideological agendas. Policy makers and politicians are not necessarily also policy inventors. While they do have their own agendas, and often are elected on the basis of particular ideas about or even clear promises with regard to education, they operate within a complex field of diverse interests, values, and priorities. This helps to explain why policy making is never a linear process that goes straight from a “good idea” to legislation and policy implementation. It is, at best, a struggle – not unlike the struggle for the curriculum (Kliebard, 2004) – and is as much a struggle over what counts as it is a struggle over who counts, that is, over who has a voice and who has a say. The idea that the main concern of policy makers and politicians is about securing and safeguarding public goods such as education, is a key plank in the idea of the welfare state. Whereas a significant number of countries did develop this particular societal configuration, in most cases in the decades after the Second World War, all this was fundamentally changed as a result of the rise of neo-liberal forms of governance which emerged from very specific political ideologies (such as, in the UK, Thatcherism). Neo-liberalism is often characterised as the dominance of the logic of the market, where a “small state” is mainly there to provide or ensure quality control over the market provision of “public services” (note the shift from the “public good” to “public service”). In the neo-liberal set up, the state is no longer a provider of such services and is, in theory, also no longer involved in defining which services should be “on offer,” as this is mainly seen as a matter of demand (by customers) and supply (by the market). The “in theory” is important here, however, because it could be argued that the logic of giving customers what they want actually expresses a very particular political ideology which can best be characterised as populist. And it could be argued that rather than making the political case for populism, neo-liberal governments simply let the market do this work for them, often quite “successfully.” The impact of neo-liberalism on educational policy and practice has been well documented and analysed (see, e.g., Ball, 2007, 2012; Ravitch, 2011), with a significant number of authors arguing that the logic of the market – of giving customers what they want – is fundamentally incompatible with the logic of education, where there is always the question whether what the child or student ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION 2021, VOL. 49, NO. 5, 467–470 https://doi.org/1
{"title":"Teacher education policy: part of the solution or part of the problem?","authors":"G. Biesta, Keita Takayama, Margaret Kettle, S. Heimans","doi":"10.1080/1359866X.2021.1992926","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1992926","url":null,"abstract":"Education policy makers do important work, particularly in their role as law makers. They provide the legal structures within which education functions, which includes the provision of financial resources. Viewed from this angle, one might even say that policy can perform a protective function vis-à-vis education, particularly by shielding education from domination by commercial interests or ideological agendas. Policy makers and politicians are not necessarily also policy inventors. While they do have their own agendas, and often are elected on the basis of particular ideas about or even clear promises with regard to education, they operate within a complex field of diverse interests, values, and priorities. This helps to explain why policy making is never a linear process that goes straight from a “good idea” to legislation and policy implementation. It is, at best, a struggle – not unlike the struggle for the curriculum (Kliebard, 2004) – and is as much a struggle over what counts as it is a struggle over who counts, that is, over who has a voice and who has a say. The idea that the main concern of policy makers and politicians is about securing and safeguarding public goods such as education, is a key plank in the idea of the welfare state. Whereas a significant number of countries did develop this particular societal configuration, in most cases in the decades after the Second World War, all this was fundamentally changed as a result of the rise of neo-liberal forms of governance which emerged from very specific political ideologies (such as, in the UK, Thatcherism). Neo-liberalism is often characterised as the dominance of the logic of the market, where a “small state” is mainly there to provide or ensure quality control over the market provision of “public services” (note the shift from the “public good” to “public service”). In the neo-liberal set up, the state is no longer a provider of such services and is, in theory, also no longer involved in defining which services should be “on offer,” as this is mainly seen as a matter of demand (by customers) and supply (by the market). The “in theory” is important here, however, because it could be argued that the logic of giving customers what they want actually expresses a very particular political ideology which can best be characterised as populist. And it could be argued that rather than making the political case for populism, neo-liberal governments simply let the market do this work for them, often quite “successfully.” The impact of neo-liberalism on educational policy and practice has been well documented and analysed (see, e.g., Ball, 2007, 2012; Ravitch, 2011), with a significant number of authors arguing that the logic of the market – of giving customers what they want – is fundamentally incompatible with the logic of education, where there is always the question whether what the child or student ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION 2021, VOL. 49, NO. 5, 467–470 https://doi.org/1","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"49 1","pages":"467 - 470"},"PeriodicalIF":2.6,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48105691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-09DOI: 10.1080/1359866X.2021.1980862
Mariana Souto-Manning
ABSTRACT Taking an oppositional approach to the whiteness of teacher education research, I challenge critiques of self-study in teacher education as insufficient for the fundamental transformation of teacher education. Drawing from critical race theory, I posit that the stories and self-studies of Black, Indigenous, and other teacher educators of Colour are key to dismantling the white supremacy ingrained in teacher education. Race has palpable consequences for teacher education, and I posit that if teacher education research continues to sidestep and ignore race and racism, the field will continue to condone the harmful status quo of whiteness. Critically examining the need to move beyond research that naturalises whiteness in teacher education, I consider how “passing” and “trespassing” – the long-established positionings rendered possible to Black, Indigenous, and other teacher education researchers of Colour – are hindering the pursuit of racial justice. Seeking to expand the possible positionings of Black, Indigenous, and other teacher education researchers of Colour theoretically and methodologically, I propose critical race self-study as an abolitionist methodology with the potential to foster much-needed transformation for and through teacher education research.
{"title":"Critical race self-study: an abolitionist methodology","authors":"Mariana Souto-Manning","doi":"10.1080/1359866X.2021.1980862","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1980862","url":null,"abstract":"ABSTRACT Taking an oppositional approach to the whiteness of teacher education research, I challenge critiques of self-study in teacher education as insufficient for the fundamental transformation of teacher education. Drawing from critical race theory, I posit that the stories and self-studies of Black, Indigenous, and other teacher educators of Colour are key to dismantling the white supremacy ingrained in teacher education. Race has palpable consequences for teacher education, and I posit that if teacher education research continues to sidestep and ignore race and racism, the field will continue to condone the harmful status quo of whiteness. Critically examining the need to move beyond research that naturalises whiteness in teacher education, I consider how “passing” and “trespassing” – the long-established positionings rendered possible to Black, Indigenous, and other teacher education researchers of Colour – are hindering the pursuit of racial justice. Seeking to expand the possible positionings of Black, Indigenous, and other teacher education researchers of Colour theoretically and methodologically, I propose critical race self-study as an abolitionist methodology with the potential to foster much-needed transformation for and through teacher education research.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"249 - 265"},"PeriodicalIF":2.6,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48209399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.1080/1359866X.2021.1978390
V. Mankki, Outi Kyrö-Ämmälä
ABSTRACT Sustaining the attractiveness of the teaching profession to recruit committed students to teacher education is a global policy issue. However, in many parts of the world, the teaching profession has become less attractive. Also in Finland, where teacher education has traditionally been highly attractive, several programmes have recently suffered from a substantial decrease in the number of applicants. The current paper addresses the phenomenon by investigating student teachers’ pre-admission demotives. A total of 146 freshly admitted student teachers in primary teacher education in two universities wrote texts concerning the reasons for turning down primary teacher education and the profession during the application period. Thematic qualitative analysis revealed that demotives were connected to 1) arduous admissions, 2) deterministic training and 3) a precarious profession. The majority (54%) of participants expressed demotives connected to the above themes: concerns about the profession were the most frequent followed by doubts concerning admissions. By focusing on demotives the study fills the current gap in existing literature. The results can be implemented when outlining the measures to increase the attractiveness of the teaching profession, developing recruitment strategies and admission procedures, and designing more effective and meaningful teaching and learning in teacher education.
{"title":"Arduous admissions and a precarious profession: student teachers’ pre-admission demotives","authors":"V. Mankki, Outi Kyrö-Ämmälä","doi":"10.1080/1359866X.2021.1978390","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1978390","url":null,"abstract":"ABSTRACT Sustaining the attractiveness of the teaching profession to recruit committed students to teacher education is a global policy issue. However, in many parts of the world, the teaching profession has become less attractive. Also in Finland, where teacher education has traditionally been highly attractive, several programmes have recently suffered from a substantial decrease in the number of applicants. The current paper addresses the phenomenon by investigating student teachers’ pre-admission demotives. A total of 146 freshly admitted student teachers in primary teacher education in two universities wrote texts concerning the reasons for turning down primary teacher education and the profession during the application period. Thematic qualitative analysis revealed that demotives were connected to 1) arduous admissions, 2) deterministic training and 3) a precarious profession. The majority (54%) of participants expressed demotives connected to the above themes: concerns about the profession were the most frequent followed by doubts concerning admissions. By focusing on demotives the study fills the current gap in existing literature. The results can be implemented when outlining the measures to increase the attractiveness of the teaching profession, developing recruitment strategies and admission procedures, and designing more effective and meaningful teaching and learning in teacher education.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"282 - 294"},"PeriodicalIF":2.6,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-08DOI: 10.1080/1359866X.2021.1974152
S. Heimans, G. Biesta, Keita Takayama, Margaret Kettle
The papers in this issue are all concerned with teachers and teaching. Therefore, in this editorial, we want to frame the issue by briefly raising some questions about how teaching is seen, in both senses of the word. We are interested in asking about how the value judgements made about teaching are formulated and enacted and by whom, and the ways that “visibility” “operates.” We wonder about the standardisations that teachers and therefore, as a flow on, teacher educators, work with. How does the “state” “see” (Scott, 1998) “us”our teaching, and as teachers? At present, at least in many places in the “Anglophone West,” teaching, curricula, and assessment are standardised. The questions raised here arise primarily from the point of view of this “Anglophone West” and we acknowledge the parochial limitations and particularities of this view.
{"title":"How is teaching seen? Raising questions about the part of teachers and their educators in the production of educational (non)sense","authors":"S. Heimans, G. Biesta, Keita Takayama, Margaret Kettle","doi":"10.1080/1359866X.2021.1974152","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1974152","url":null,"abstract":"The papers in this issue are all concerned with teachers and teaching. Therefore, in this editorial, we want to frame the issue by briefly raising some questions about how teaching is seen, in both senses of the word. We are interested in asking about how the value judgements made about teaching are formulated and enacted and by whom, and the ways that “visibility” “operates.” We wonder about the standardisations that teachers and therefore, as a flow on, teacher educators, work with. How does the “state” “see” (Scott, 1998) “us”our teaching, and as teachers? At present, at least in many places in the “Anglophone West,” teaching, curricula, and assessment are standardised. The questions raised here arise primarily from the point of view of this “Anglophone West” and we acknowledge the parochial limitations and particularities of this view.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"49 1","pages":"363 - 369"},"PeriodicalIF":2.6,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48172673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1080/1359866X.2021.1940841
Yoshiyuki Nakata, Miho Tokuyama, X. Gao
ABSTRACT This article reports on a case study of Miho, a Japanese high school teacher, exploring her efforts to bridge research and practice in her use of motivational strategies. Drawing on Emirbayer and Mische’s conceptualisation of agency and Connelly and Clandinin’s theorisation on teachers’ personal knowledge, the study examined how this language teacher-researcher developed her agency as she strove to integrate motivation strategy research into teaching practice. The narratives of Miho’s experience were gathered over three phases: (1) an enrolment phase; (2) a retrospective phase/the follow-up retrospective phase; and (3) an overview phase. The analysis of the collected data focused on Miho’s experience of becoming an agent of using motivational strategies. The findings suggest that the more experience she accumulated through trial-and-error use of motivational strategies in different educational contexts, the better she became at absorbing what she had learned from her research engagement, and the better she found herself able to make full use of strategies learnt in the classroom.
{"title":"From teacher to teacher-researcher: A narrative inquiry into a language teacher becoming an agent of motivational strategies","authors":"Yoshiyuki Nakata, Miho Tokuyama, X. Gao","doi":"10.1080/1359866X.2021.1940841","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1940841","url":null,"abstract":"ABSTRACT This article reports on a case study of Miho, a Japanese high school teacher, exploring her efforts to bridge research and practice in her use of motivational strategies. Drawing on Emirbayer and Mische’s conceptualisation of agency and Connelly and Clandinin’s theorisation on teachers’ personal knowledge, the study examined how this language teacher-researcher developed her agency as she strove to integrate motivation strategy research into teaching practice. The narratives of Miho’s experience were gathered over three phases: (1) an enrolment phase; (2) a retrospective phase/the follow-up retrospective phase; and (3) an overview phase. The analysis of the collected data focused on Miho’s experience of becoming an agent of using motivational strategies. The findings suggest that the more experience she accumulated through trial-and-error use of motivational strategies in different educational contexts, the better she became at absorbing what she had learned from her research engagement, and the better she found herself able to make full use of strategies learnt in the classroom.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"343 - 356"},"PeriodicalIF":2.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47474832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-27DOI: 10.1080/1359866X.2021.1928955
Margaret Kettle, S. Heimans, G. Biesta, Keita Takayama
The papers are randomly assigned in such a way that they are the next “cabs” off the rank for publication in APJTE. Our intent is to examine them in terms of the methodological practices and priorities they present for teacher education research and to launch off them into questions about what counts methodologically in the field. Of interest are research sites and participant profiles, conceptualisations of research problems and significance, research designs, including methods of data-collection and analysis and interpretation, and findings and contributions to the field. These considerations are integral to research method courses that will be familiar to many readers and form foundational methodological knowledge and skills. That being said, and in line with our Challenge #3 above, we invite consideration of these foundational principles, practices and priorities in current teacher education research as well as engagement with the politics of research, that is, critical recognition of the norms and expectations embedded in current practice. Such critical awareness helps us to generate critique and transformation of existing practices; it also enables openness to “other” ways of engaging in and with research, including ethically and culturally appropriate ways of knowing, doing and being that transcend Global South/North distinctions. In so doing, the possibility for methodological plurality in teacher education research is enhanced. In this issue, we examine seven papers for what they tell us about current methodological practices and priorities in teacher education research. Rather than the papers being presented individually, we synthesise the features that provide insights into what currently counts in teacher education research; indeed, we might see these features as methodological touchstones and reference points for researchers embarking on projects to advance knowledge, understandings and skills in teacher education in the future. The papers are as follows:
{"title":"Examining teacher education research methodology: practices, priorities and politics","authors":"Margaret Kettle, S. Heimans, G. Biesta, Keita Takayama","doi":"10.1080/1359866X.2021.1928955","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1928955","url":null,"abstract":"The papers are randomly assigned in such a way that they are the next “cabs” off the rank for publication in APJTE. Our intent is to examine them in terms of the methodological practices and priorities they present for teacher education research and to launch off them into questions about what counts methodologically in the field. Of interest are research sites and participant profiles, conceptualisations of research problems and significance, research designs, including methods of data-collection and analysis and interpretation, and findings and contributions to the field. These considerations are integral to research method courses that will be familiar to many readers and form foundational methodological knowledge and skills. That being said, and in line with our Challenge #3 above, we invite consideration of these foundational principles, practices and priorities in current teacher education research as well as engagement with the politics of research, that is, critical recognition of the norms and expectations embedded in current practice. Such critical awareness helps us to generate critique and transformation of existing practices; it also enables openness to “other” ways of engaging in and with research, including ethically and culturally appropriate ways of knowing, doing and being that transcend Global South/North distinctions. In so doing, the possibility for methodological plurality in teacher education research is enhanced. In this issue, we examine seven papers for what they tell us about current methodological practices and priorities in teacher education research. Rather than the papers being presented individually, we synthesise the features that provide insights into what currently counts in teacher education research; indeed, we might see these features as methodological touchstones and reference points for researchers embarking on projects to advance knowledge, understandings and skills in teacher education in the future. The papers are as follows:","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"49 1","pages":"245 - 248"},"PeriodicalIF":2.6,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1359866X.2021.1928955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44098801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-16DOI: 10.1080/1359866X.2021.1914319
Joanna Lim, L. Fickel, Janinka Greenwood
ABSTRACT Little is known about the way that teachers cope with the formalisation of professional inquiry in New Zealand. Despite its systemic implementation as an accountability-driven initiative to improve the quality of education, there are varied interpretations and enactments of professional inquiry. In this article, we will explore one teacher’s interpretation of these variations. Through a narrative lens, we will illuminate personal and contextual challenges that this teacher considered amidst the pressures of accountability. We will explicate how an internal, culturally bound sense of accountability can be juxtaposed alongside an external, policy-linked view of accountability. This juxtaposition illuminates how teachers may make sense of and legitimise the need for teaching accountability. The insights gleaned can aid educational researchers, school leaders and policymakers to better understand how teachers attach purpose and value to external accountability measures.
{"title":"Meaningful teacher accountability through professional inquiry: A narrative interpretation of one teacher’s experience","authors":"Joanna Lim, L. Fickel, Janinka Greenwood","doi":"10.1080/1359866X.2021.1914319","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1914319","url":null,"abstract":"ABSTRACT Little is known about the way that teachers cope with the formalisation of professional inquiry in New Zealand. Despite its systemic implementation as an accountability-driven initiative to improve the quality of education, there are varied interpretations and enactments of professional inquiry. In this article, we will explore one teacher’s interpretation of these variations. Through a narrative lens, we will illuminate personal and contextual challenges that this teacher considered amidst the pressures of accountability. We will explicate how an internal, culturally bound sense of accountability can be juxtaposed alongside an external, policy-linked view of accountability. This juxtaposition illuminates how teachers may make sense of and legitimise the need for teaching accountability. The insights gleaned can aid educational researchers, school leaders and policymakers to better understand how teachers attach purpose and value to external accountability measures.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"202 - 214"},"PeriodicalIF":2.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1359866X.2021.1914319","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42062951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-15DOI: 10.1080/1359866X.2021.1892325
Keita Takayama, Margaret Kettle, S. Heimans, G. Biesta
If we were to identify one positive outcome of the COVID-19 pandemic, it is the global consciousness that has emerged as a result: The world today is truly interconnected. While global interconnectedness has long been recognised for some time, the incredible speed at which the pandemic has engulfed the globe over the last 12 months has brought home the meaning of this hackneyed concept. The pandemic has given us a very tangible experience of relating to, understanding, or imagining the anxieties and sufferings of those who are located in different parts of the world. Communities now understand the need to help prevent the transmission in a given locality by wearing a facemask or washing hands, for instance. It is now imagined as part of caring for others beyond local and national communities. This emerging sense of global interconnectedness has been hampered, however, by the concurrent rise of populist nationalism, including Trumpism in the US, and the so-called “vaccine nationalism,” where the richest countries monopolise access to COVID-19 vaccines while leaving poor countries of the Global South at greater risk. COVID-19 has exposed both the promises and challenges of developing global consciousness, with many implications for teacher education. None of these concerns are new to those who work in teacher education, however. Indeed, teacher education programmes in many countries have been proactive in introducing global citizenship or global consciousness as one of the important values to be nurtured among pre-service teachers and to be taught in schools. Though these terms remain highly contested, there has emerged a policy consensus that teachers must be prepared to teach in a highly globalised reality of education and society today, where an increasing number of children come from diverse linguistic and cultural backgrounds, where more and more teachers are seeking employment internationally, and where many of the challenges today require local, national and global perspectives and solutions, including refugee and ecological crises and, of course, the global pandemic. It is out of this context, where teachers are positioned as part of the “solutions” to these complex challenges, that various cross-border learning, including international professional experience and service learning, are introduced as part of the core component of initial teacher education programmes today. Indeed, APJTE has recently received a large number of manuscripts focusing on such cross-border experience for pre-service and in-service teachers. Included in this issue are six such studies, undertaken in vastly different contexts and involving different nationalities, including Australia, China, Hong Kong, Japan, the Philippines and the USA. What has transpired from these studies is that “simply bringing the two parties together does not necessarily result in meaningful interactions” (Amos, 2021). Cross-border experience, either overseas professional practicum or servic
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