Pub Date : 2023-07-04DOI: 10.1080/1359866x.2023.2231860
Xiaojing Liu, Yulong Li, Chen Chen
{"title":"Study explores Chinese rural teachers’ professional development based on relationship with “left-behind” children","authors":"Xiaojing Liu, Yulong Li, Chen Chen","doi":"10.1080/1359866x.2023.2231860","DOIUrl":"https://doi.org/10.1080/1359866x.2023.2231860","url":null,"abstract":"","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43102429","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 : 2023-07-04DOI: 10.1080/1359866x.2023.2230155
Donna Tangen, D. Henderson
{"title":"Long-term transformative learning from short-term outbound mobility programs and the connection to government’s soft power initiatives","authors":"Donna Tangen, D. Henderson","doi":"10.1080/1359866x.2023.2230155","DOIUrl":"https://doi.org/10.1080/1359866x.2023.2230155","url":null,"abstract":"","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44765934","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 : 2023-07-04DOI: 10.1080/1359866X.2023.2228225
Victoria Joyner, M. Eady, B. Dean
ABSTRACT Secondary school year advisors fulfil an important relationship-building, middle leadership position in schools. Although responsible for supporting the wellbeing of students with a range of academic, social, and emotional needs, there is limited research into year advisor’s role and the support provided for these educators. This qualitative study provides insight into year advisors’ perceptions of professional learning that prepared them to support student wellbeing. Semi-structured interviews were conducted with secondary school year advisors in New South Wales, Australia, investigating their training experiences and views on navigating the expectations of their role. Interpretive Phenomenological Analysis revealed key themes capturing the limited provision of formal training for year advisors and the perception that training was insufficient for responding to students’ mental health needs. Year advisors reported relying on self-sourced informal training methods including collaborative partnerships, practice-based learning and independent investigation, to manage situations encountered when supporting students. Findings reveal a disparity in formalised professional learning opportunities across schools and year advisors’ desire for systematic, role specific, formalised training, especially for supporting students’ mental health.
{"title":"“They’re coming to us and we don’t have any training” - Professional learning approaches for secondary Australian school year advisors: a call for support","authors":"Victoria Joyner, M. Eady, B. Dean","doi":"10.1080/1359866X.2023.2228225","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2228225","url":null,"abstract":"ABSTRACT Secondary school year advisors fulfil an important relationship-building, middle leadership position in schools. Although responsible for supporting the wellbeing of students with a range of academic, social, and emotional needs, there is limited research into year advisor’s role and the support provided for these educators. This qualitative study provides insight into year advisors’ perceptions of professional learning that prepared them to support student wellbeing. Semi-structured interviews were conducted with secondary school year advisors in New South Wales, Australia, investigating their training experiences and views on navigating the expectations of their role. Interpretive Phenomenological Analysis revealed key themes capturing the limited provision of formal training for year advisors and the perception that training was insufficient for responding to students’ mental health needs. Year advisors reported relying on self-sourced informal training methods including collaborative partnerships, practice-based learning and independent investigation, to manage situations encountered when supporting students. Findings reveal a disparity in formalised professional learning opportunities across schools and year advisors’ desire for systematic, role specific, formalised training, especially for supporting students’ mental health.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"362 - 380"},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47607531","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 : 2023-07-04DOI: 10.1080/1359866x.2023.2231895
Chunmei Yan, Chuanjun He, Lijun Zhang
{"title":"Obstacles to foreign language teacher educators’ research development: a phenomenological study from China","authors":"Chunmei Yan, Chuanjun He, Lijun Zhang","doi":"10.1080/1359866x.2023.2231895","DOIUrl":"https://doi.org/10.1080/1359866x.2023.2231895","url":null,"abstract":"","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48599659","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 : 2023-06-28DOI: 10.1080/1359866X.2023.2228217
Shi-Wei Pu, Hao Xu
ABSTRACT School teachers often involve parents to assist in online assessment, but parental involvement can violate equity principles when not carefully monitored. In this article, we analyse types of parental involvement in online classroom assessment resulting from teachers’ requests, and discuss how such requests may impact on educational equity. Our data sets are interviews with 45 teachers and 33 parents, supplemented by recorded online teaching videos and students’ written and oral works. The findings reveal that providing equal opportunities for students’ learning is not yet at the forefront of teachers’ minds when they make decisions regarding parental involvement. On that basis, we discuss the necessity and difficulties of incorporating the principle of equity into teachers’ online classroom assessment literacy in contemporary China.
{"title":"Equity and teachers’ online classroom assessment literacy in China: insights from parental involvement during the COVID-19 pandemic","authors":"Shi-Wei Pu, Hao Xu","doi":"10.1080/1359866X.2023.2228217","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2228217","url":null,"abstract":"ABSTRACT School teachers often involve parents to assist in online assessment, but parental involvement can violate equity principles when not carefully monitored. In this article, we analyse types of parental involvement in online classroom assessment resulting from teachers’ requests, and discuss how such requests may impact on educational equity. Our data sets are interviews with 45 teachers and 33 parents, supplemented by recorded online teaching videos and students’ written and oral works. The findings reveal that providing equal opportunities for students’ learning is not yet at the forefront of teachers’ minds when they make decisions regarding parental involvement. On that basis, we discuss the necessity and difficulties of incorporating the principle of equity into teachers’ online classroom assessment literacy in contemporary China.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"381 - 394"},"PeriodicalIF":2.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42627372","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 : 2023-06-28DOI: 10.1080/1359866x.2023.2228215
Garth D. Stahl, Samantha Jo Schulz, Melanie Baak, Ben Adams
{"title":"“You fight your battles and you work out how you’re going to change”: the implementation, embedding and limits of restorative practices in an Australian rural community school","authors":"Garth D. Stahl, Samantha Jo Schulz, Melanie Baak, Ben Adams","doi":"10.1080/1359866x.2023.2228215","DOIUrl":"https://doi.org/10.1080/1359866x.2023.2228215","url":null,"abstract":"","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44067425","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 : 2023-06-28DOI: 10.1080/1359866X.2023.2227842
Miriam Tanti, Chrissy Monteleone, Monica Wong
ABSTRACT The engagement of both school and university has played a significant role in initial teacher education. The focus of this paper is the growth of an alternative style of school-university partnership from a single school to a Hub of 19 school-university partnership, in the inner-west suburbs of Sydney, Australia. Four school and university mentors who have participated over a seven-year period have completed surveys on their engagement. Using a Community of Practice (CoP) theoretical framework to underpin model development, it is possible to showcase the growth of the partnerships as important in informing discussion relating to the implementation of integrated school-university partnerships and practice.
{"title":"Developing profession ready teacher education graduates through school-university partnerships: an Australian study","authors":"Miriam Tanti, Chrissy Monteleone, Monica Wong","doi":"10.1080/1359866X.2023.2227842","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2227842","url":null,"abstract":"ABSTRACT The engagement of both school and university has played a significant role in initial teacher education. The focus of this paper is the growth of an alternative style of school-university partnership from a single school to a Hub of 19 school-university partnership, in the inner-west suburbs of Sydney, Australia. Four school and university mentors who have participated over a seven-year period have completed surveys on their engagement. Using a Community of Practice (CoP) theoretical framework to underpin model development, it is possible to showcase the growth of the partnerships as important in informing discussion relating to the implementation of integrated school-university partnerships and practice.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"344 - 361"},"PeriodicalIF":2.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44063834","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 : 2023-05-15DOI: 10.1080/1359866X.2023.2207290
G. Biesta, Keita Takayama, Margaret Kettle, S. Heimans
It is quite remarkable that in many countries, teacher education has become the new focus of attention of policy-makers and politicians. Or perhaps this is not that remarkable if we look at it from the perspective of the “one-level-up” hypothesis. After all, if the ongoing – some might say: relentless – pressure on schools to improve their performance is not yielding the results that policy-makers and politicians want to see, then the problem must be located “one level up,” that is, with the quality of teacher education. One could argue that shifting the focus from schools to teacher education is logical, particularly if one falls for the widespread but problematic belief that teaching is the most important inschool factor influencing student achievement. After all, if school improvement stalls, it must have something to do with teachers, and since teachers are educated in order to become teachers, the quality of teacher education appears quickly as the main culprit – or in terms of policy: as the main target of policy interventions. It is interesting to see that the logic of “one level up” has its limits because policy-makers and politicians very seldomly conclude that the problem lies with educational policy and educational politics. At most, they blame the way in which policies have been taken up or implemented. But the idea that the policy or the surrounding politics itself is the problem is hardly ever considered. Where it concerns teacher education, there are generally two strategies for improvement. One strategy, which is popular in many countries, is that of attracting the “right” candidates to teacher education programmes. This may sound reasonable and fits well into a policy rhetoric that complains about the quality of students who opt for a career in teaching. But one could well argue that a search for the “right” or the “best” candidates for teacher education actually displays a disbelief in the power of education itself. It almost suggests that teacher education can only be successful if it is able to attract the right students. But this claim is as problematic as saying that schools can only improve if they are able to attract the “right” students. (This is notwithstanding the fact that these selectionmechanisms are of course ongoing and may provide very different “evidence” about what the most important factors influencing student achievement actually are.) The other avenue for the improvement of teacher education is, of course, about what happens in teacher education programmes themselves. These are questions of the curriculum, the pedagogy, the relationship between practical and theoretical components, the role of standards and professional values, the intellectual climate, the role of study, inquiry and research, and so on. Teacher educators know that these aspects matter and also know that there are ongoing challenges about meaningful curricula, relevant pedagogies, a productive relationship between practical and theoretical co
{"title":"Transforming teacher education or transforming the school: a dangerous dilemma?","authors":"G. Biesta, Keita Takayama, Margaret Kettle, S. Heimans","doi":"10.1080/1359866X.2023.2207290","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2207290","url":null,"abstract":"It is quite remarkable that in many countries, teacher education has become the new focus of attention of policy-makers and politicians. Or perhaps this is not that remarkable if we look at it from the perspective of the “one-level-up” hypothesis. After all, if the ongoing – some might say: relentless – pressure on schools to improve their performance is not yielding the results that policy-makers and politicians want to see, then the problem must be located “one level up,” that is, with the quality of teacher education. One could argue that shifting the focus from schools to teacher education is logical, particularly if one falls for the widespread but problematic belief that teaching is the most important inschool factor influencing student achievement. After all, if school improvement stalls, it must have something to do with teachers, and since teachers are educated in order to become teachers, the quality of teacher education appears quickly as the main culprit – or in terms of policy: as the main target of policy interventions. It is interesting to see that the logic of “one level up” has its limits because policy-makers and politicians very seldomly conclude that the problem lies with educational policy and educational politics. At most, they blame the way in which policies have been taken up or implemented. But the idea that the policy or the surrounding politics itself is the problem is hardly ever considered. Where it concerns teacher education, there are generally two strategies for improvement. One strategy, which is popular in many countries, is that of attracting the “right” candidates to teacher education programmes. This may sound reasonable and fits well into a policy rhetoric that complains about the quality of students who opt for a career in teaching. But one could well argue that a search for the “right” or the “best” candidates for teacher education actually displays a disbelief in the power of education itself. It almost suggests that teacher education can only be successful if it is able to attract the right students. But this claim is as problematic as saying that schools can only improve if they are able to attract the “right” students. (This is notwithstanding the fact that these selectionmechanisms are of course ongoing and may provide very different “evidence” about what the most important factors influencing student achievement actually are.) The other avenue for the improvement of teacher education is, of course, about what happens in teacher education programmes themselves. These are questions of the curriculum, the pedagogy, the relationship between practical and theoretical components, the role of standards and professional values, the intellectual climate, the role of study, inquiry and research, and so on. Teacher educators know that these aspects matter and also know that there are ongoing challenges about meaningful curricula, relevant pedagogies, a productive relationship between practical and theoretical co","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"213 - 215"},"PeriodicalIF":2.6,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43933238","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 : 2023-05-15DOI: 10.1080/1359866x.2023.2207291
Amanda Gutierrez, Bronwyn Reid O’Connor
{"title":"Submitting a book review to the Asia-Pacific Journal of Teacher Education","authors":"Amanda Gutierrez, Bronwyn Reid O’Connor","doi":"10.1080/1359866x.2023.2207291","DOIUrl":"https://doi.org/10.1080/1359866x.2023.2207291","url":null,"abstract":"","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"216 - 217"},"PeriodicalIF":2.6,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45089111","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 : 2023-05-09DOI: 10.1080/1359866X.2023.2197188
Jody Dlouhy-Nelson, Kyle Hamilton, Darlene Loland, Leslie P. Shayer, C. Broom, S. Cherkowski, Margaret Macintyre Latta, K. Ragoonaden
ABSTRACT We are teacher educators committed to reorienting toward complexity in teacher education, given the multiplex terrain of the education landscape that awaits teacher candidates (TCs) upon receiving their Bachelor of Education degree. Within our context, we are preparing teachers to work with a recently revised curriculum and many regional, national, and global challenges and mandates, especially the Calls to Action of the Truth and Reconciliation Report of Canada (2015). By encouraging the agency of the TCs – the scholar-practitioners – with whom we work, we aspire to a reflective and deliberative approach of engaging with issues, needs, and problems as caring humans. This paper traces our journey of collaborative inquiry as we revisit, reframe and repurpose influential scholarship. This involves pedagogical conceptions of experience and reflective thinking, informing the mindful complexity of being and becoming in place, while foregrounding local Indigenous Ways of Knowing and experiential learning as illustrations of a scholar-practitioner stance. Through inquiry in community, recognising the importance of drawing upon individual Teacher Candidate identity, we articulate how we learn as teacher educators to address the complex, contemporary issues of: equity, diversity, inclusion; decolonisation; education in times of crisis; and the challenges of ecological well-being.
{"title":"Reorienting toward complexity in teacher education","authors":"Jody Dlouhy-Nelson, Kyle Hamilton, Darlene Loland, Leslie P. Shayer, C. Broom, S. Cherkowski, Margaret Macintyre Latta, K. Ragoonaden","doi":"10.1080/1359866X.2023.2197188","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2197188","url":null,"abstract":"ABSTRACT We are teacher educators committed to reorienting toward complexity in teacher education, given the multiplex terrain of the education landscape that awaits teacher candidates (TCs) upon receiving their Bachelor of Education degree. Within our context, we are preparing teachers to work with a recently revised curriculum and many regional, national, and global challenges and mandates, especially the Calls to Action of the Truth and Reconciliation Report of Canada (2015). By encouraging the agency of the TCs – the scholar-practitioners – with whom we work, we aspire to a reflective and deliberative approach of engaging with issues, needs, and problems as caring humans. This paper traces our journey of collaborative inquiry as we revisit, reframe and repurpose influential scholarship. This involves pedagogical conceptions of experience and reflective thinking, informing the mindful complexity of being and becoming in place, while foregrounding local Indigenous Ways of Knowing and experiential learning as illustrations of a scholar-practitioner stance. Through inquiry in community, recognising the importance of drawing upon individual Teacher Candidate identity, we articulate how we learn as teacher educators to address the complex, contemporary issues of: equity, diversity, inclusion; decolonisation; education in times of crisis; and the challenges of ecological well-being.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"283 - 296"},"PeriodicalIF":2.6,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48222433","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}
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