Pub Date : 2023-04-24DOI: 10.1080/1359866X.2023.2199449
N. Memon, Samantha Jo Schulz, Stephen Kelly, Dylan Chown
ABSTRACT Religious bigotry, including incidents of discrimination and violence based on religion, continues to rise across Australia. Religion is consequently considered a destabilising factor in Australia’s commitment to diversity. But does Australia’s religious diversity pose a threat to social cohesion or an opportunity? In Australia’s public schools, despite significant curricular and pedagogical advances in the areas of equity and inclusion, it remains unclear how and to what extent educators support the diverse religious identities of learners. Informed by an affective-discursive analytic, this study unpacks a series of emotional encounters at one primary public school in Sydney that serves a community where most families self-identify with a religion. Educators were invited to discuss how their school responds to religious diversity. This article explores the discomforting affects that entangle liberal humanist commitments to freedoms and secular schooling that emerged in focus groups. The article argues that emotional responses to learners’ religious diversity, particularly of fear or apprehension, speak to a broader national teacher education context in which how religious and secular beliefs and knowledges should come into conversation remains unsettled. If Australian teacher education is to prepare educators for social cohesion, how can learners’ religious identities be genuinely included in curriculum and pedagogy?
{"title":"Schools, religion, and affect: unpacking Australian educator discomfort","authors":"N. Memon, Samantha Jo Schulz, Stephen Kelly, Dylan Chown","doi":"10.1080/1359866X.2023.2199449","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2199449","url":null,"abstract":"ABSTRACT Religious bigotry, including incidents of discrimination and violence based on religion, continues to rise across Australia. Religion is consequently considered a destabilising factor in Australia’s commitment to diversity. But does Australia’s religious diversity pose a threat to social cohesion or an opportunity? In Australia’s public schools, despite significant curricular and pedagogical advances in the areas of equity and inclusion, it remains unclear how and to what extent educators support the diverse religious identities of learners. Informed by an affective-discursive analytic, this study unpacks a series of emotional encounters at one primary public school in Sydney that serves a community where most families self-identify with a religion. Educators were invited to discuss how their school responds to religious diversity. This article explores the discomforting affects that entangle liberal humanist commitments to freedoms and secular schooling that emerged in focus groups. The article argues that emotional responses to learners’ religious diversity, particularly of fear or apprehension, speak to a broader national teacher education context in which how religious and secular beliefs and knowledges should come into conversation remains unsettled. If Australian teacher education is to prepare educators for social cohesion, how can learners’ religious identities be genuinely included in curriculum and pedagogy?","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"266 - 282"},"PeriodicalIF":2.6,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49420810","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 : 2023-04-18DOI: 10.1080/1359866x.2023.2191306
Lisa Murtagh, E. Rushton
Attempts to solve perceived policy problems in Initial Teacher Education (ITE) have seen national and international jurisdictions increasingly centralising ITE curricula, coupled with monitoring and auditing of outcomes against defined sets of professional standards. This paper reports the findings of a documentary analysis of 75 items of publicly available literature generated by stake- holders between 2 July and 30 September 2021, in response to a Market Review of Initial Teacher Training in England. The paper outlines how online platforms and networks can serve as Virtual Communities of Practice (VCoP), which can mobilise teacher educators to engage with and critique policy making. Discourse emer- ging from the analysis of the 75 items focuses on key concerns associated with teacher supply, quality and questions the evidence for wholesale changes to ITE. This paper highlights that the voice of teacher educators in England is marginalised and offers a cautionary tale for colleagues currently immersed in international efforts to “reform” and “review” ITE. We argue that this case study illustrates the potential for the international sector to form a VCoP and through these, to challenge postulated “solutions” to espoused policy “problems” in ITE.
{"title":"The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England","authors":"Lisa Murtagh, E. Rushton","doi":"10.1080/1359866x.2023.2191306","DOIUrl":"https://doi.org/10.1080/1359866x.2023.2191306","url":null,"abstract":"Attempts to solve perceived policy problems in Initial Teacher Education (ITE) have seen national and international jurisdictions increasingly centralising ITE curricula, coupled with monitoring and auditing of outcomes against defined sets of professional standards. This paper reports the findings of a documentary analysis of 75 items of publicly available literature generated by stake- holders between 2 July and 30 September 2021, in response to a Market Review of Initial Teacher Training in England. The paper outlines how online platforms and networks can serve as Virtual Communities of Practice (VCoP), which can mobilise teacher educators to engage with and critique policy making. Discourse emer- ging from the analysis of the 75 items focuses on key concerns associated with teacher supply, quality and questions the evidence for wholesale changes to ITE. This paper highlights that the voice of teacher educators in England is marginalised and offers a cautionary tale for colleagues currently immersed in international efforts to “reform” and “review” ITE. We argue that this case study illustrates the potential for the international sector to form a VCoP and through these, to challenge postulated “solutions” to espoused policy “problems” in ITE.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46261987","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 : 2023-04-18DOI: 10.1080/1359866X.2023.2197189
J. Lavonen, S. Ramsaroop, Ani Loukomies, N. Petersen, E. Henning
ABSTRACT This article reports the results of a study on the domains and origins of information and knowledge that primary pre-service teachers utilised during their professional experiences in teaching schools at the University of Helsinki (UH) and the University of Johannesburg (UJ). The professional experience at both universities focuses on the collaborative planning of lessons in a variety of school subjects. These programs also emphasise the importance of reflection in active learning from practice. The pre-service teachers’ experiences were captured in randomly selected situations during a professional experience period by applying the experience sampling methodology (ESM). Altogether, 364 pre-service teachers responded to the (mobile) questionnaire 3,707 times. They reported similar frequencies of collaboration and reflection on their teaching in both universities. In 67% of the situations, UH pre-service teachers planned, taught or reflected on their teaching, whereas 28% of the situations at UJ comprised these activities. The self-reports were in line with the aims of the professional experience at each institution. However, the pre-service teachers at both seldom discussed knowledge from their university courses during their professional experience.
{"title":"Domains and origins of information and knowledge encountered by pre-service teachers during professional experiences in Helsinki and Johannesburg","authors":"J. Lavonen, S. Ramsaroop, Ani Loukomies, N. Petersen, E. Henning","doi":"10.1080/1359866X.2023.2197189","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2197189","url":null,"abstract":"ABSTRACT This article reports the results of a study on the domains and origins of information and knowledge that primary pre-service teachers utilised during their professional experiences in teaching schools at the University of Helsinki (UH) and the University of Johannesburg (UJ). The professional experience at both universities focuses on the collaborative planning of lessons in a variety of school subjects. These programs also emphasise the importance of reflection in active learning from practice. The pre-service teachers’ experiences were captured in randomly selected situations during a professional experience period by applying the experience sampling methodology (ESM). Altogether, 364 pre-service teachers responded to the (mobile) questionnaire 3,707 times. They reported similar frequencies of collaboration and reflection on their teaching in both universities. In 67% of the situations, UH pre-service teachers planned, taught or reflected on their teaching, whereas 28% of the situations at UJ comprised these activities. The self-reports were in line with the aims of the professional experience at each institution. However, the pre-service teachers at both seldom discussed knowledge from their university courses during their professional experience.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"297 - 321"},"PeriodicalIF":2.6,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46816628","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}
ABSTRACT This study explored mathematics teachers’ reasoning regarding their instructional design for technology use in teaching mathematics. Various types of qualitative data were obtained and analysed from a sample of 19 secondary and 28 primary preservice teachers. The findings showed that the purposes of technology use, teachers’ conceptions of mathematics and its learning, their learning experience and knowledge of student thinking as well as mathematical cognition, and empirical inquiry were the main sources of teacher reasoning. Three levels of teacher reasoning were identified: descriptive, explanatory, and justifying. Our findings contributed to research on teacher professional development by identifying four types of technology use with a variety of pedagogical purposes, and formulating two main dimensions to characterise the three levels of teacher reasoning.
{"title":"Preservice mathematics teachers’ reasoning about their instructional design for using technology to teach mathematics","authors":"Kai-Lin Yang, Ying-Hao Cheng, Ting-Ying Wang, Jhih-Cheng Chen","doi":"10.1080/1359866X.2023.2198116","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2198116","url":null,"abstract":"ABSTRACT This study explored mathematics teachers’ reasoning regarding their instructional design for technology use in teaching mathematics. Various types of qualitative data were obtained and analysed from a sample of 19 secondary and 28 primary preservice teachers. The findings showed that the purposes of technology use, teachers’ conceptions of mathematics and its learning, their learning experience and knowledge of student thinking as well as mathematical cognition, and empirical inquiry were the main sources of teacher reasoning. Three levels of teacher reasoning were identified: descriptive, explanatory, and justifying. Our findings contributed to research on teacher professional development by identifying four types of technology use with a variety of pedagogical purposes, and formulating two main dimensions to characterise the three levels of teacher reasoning.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"248 - 265"},"PeriodicalIF":2.6,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42282738","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 : 2023-03-27DOI: 10.1080/1359866X.2023.2191307
M. O’Leary, Vanessa Cui, Minh Tran Kiem, Dung Tien Dang, Giang Thi Huong Nguyen, Kim Hue Thi Hoang
ABSTRACT This paper focuses on the role of classroom observation in the development and assessment of schoolteachers in Vietnam through a narrative review of current policy and cognate research literature. The overall aim of this review was twofold. Firstly, to contribute to a growing bank of Vietnam-based studies to maximise the value of the insights from this scholarly work into recent policy reforms on teachers’ professional development in Vietnam. Secondly, to widen access and exposure to published work on the topic in Vietnamese that is not readily accessible to English-speaking scholars. This review revealed a long history and engrained culture of using observation as a teacher performance evaluation tool. In recent years, there have been policy reforms and research studies that have repositioned observation as a tool for teacher learning and development. However, the implementation of these reforms has been inconsistent across Vietnam, along with recent reform having encountered resistance from a culture of compliance in schools. This paper identifies some of the key issues that policy makers and educational leaders need to address in practice in order to ensure the effective and meaningful implementation of the reforms relating to the use of observation for learning and developmental purposes.
{"title":"The role of classroom observation in the development and assessment of schoolteachers in Vietnam: a review of national policy and research","authors":"M. O’Leary, Vanessa Cui, Minh Tran Kiem, Dung Tien Dang, Giang Thi Huong Nguyen, Kim Hue Thi Hoang","doi":"10.1080/1359866X.2023.2191307","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2191307","url":null,"abstract":"ABSTRACT This paper focuses on the role of classroom observation in the development and assessment of schoolteachers in Vietnam through a narrative review of current policy and cognate research literature. The overall aim of this review was twofold. Firstly, to contribute to a growing bank of Vietnam-based studies to maximise the value of the insights from this scholarly work into recent policy reforms on teachers’ professional development in Vietnam. Secondly, to widen access and exposure to published work on the topic in Vietnamese that is not readily accessible to English-speaking scholars. This review revealed a long history and engrained culture of using observation as a teacher performance evaluation tool. In recent years, there have been policy reforms and research studies that have repositioned observation as a tool for teacher learning and development. However, the implementation of these reforms has been inconsistent across Vietnam, along with recent reform having encountered resistance from a culture of compliance in schools. This paper identifies some of the key issues that policy makers and educational leaders need to address in practice in order to ensure the effective and meaningful implementation of the reforms relating to the use of observation for learning and developmental purposes.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"395 - 407"},"PeriodicalIF":2.6,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42645489","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 : 2023-03-15DOI: 10.1080/1359866X.2023.2189368
S. Heimans, G. Biesta, Keita Takayama, Margaret Kettle
The politics of scholarship in teacher education refers to the ways in which power, politics, and ideology shape and influence the production, dissemination, and use of knowledge in the field of teacher education. Scholarship in teacher education is a politically charged and highly contested domain, as it involves questions about what counts as knowledge and who has the authority to define and create it.
{"title":"ChatGPT, subjectification, and the purposes and politics of teacher education and its scholarship","authors":"S. Heimans, G. Biesta, Keita Takayama, Margaret Kettle","doi":"10.1080/1359866X.2023.2189368","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2189368","url":null,"abstract":"The politics of scholarship in teacher education refers to the ways in which power, politics, and ideology shape and influence the production, dissemination, and use of knowledge in the field of teacher education. Scholarship in teacher education is a politically charged and highly contested domain, as it involves questions about what counts as knowledge and who has the authority to define and create it.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"105 - 112"},"PeriodicalIF":2.6,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44521837","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 : 2023-02-16DOI: 10.1080/1359866X.2023.2177137
A. Keary, Robyn Babaeff, K. Garnier
ABSTRACT Notions of professionalism are central to how EC teachers enact practice. We explore how a group of Singaporean early childhood education and care (ECEC) pre-service teachers (PSTs) understand the notion of professionalism in this paper, drawing on their identity text work. The analysis is grounded by de Certeau’s thinking on the practice of everyday life, examining ideas about space, strategies and tactics. Findings show that PSTs’ notions of professionalism involve creative tactical use of resources and space in ECEC settings. We argue that this reflexive identity work challenges ways of knowing, foregrounding alternative spaces for understanding professionalism.
{"title":"Professionalism and everyday practices in early childhood education and care: Singaporean pre-service teachers’ perspectives","authors":"A. Keary, Robyn Babaeff, K. Garnier","doi":"10.1080/1359866X.2023.2177137","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2177137","url":null,"abstract":"ABSTRACT Notions of professionalism are central to how EC teachers enact practice. We explore how a group of Singaporean early childhood education and care (ECEC) pre-service teachers (PSTs) understand the notion of professionalism in this paper, drawing on their identity text work. The analysis is grounded by de Certeau’s thinking on the practice of everyday life, examining ideas about space, strategies and tactics. Findings show that PSTs’ notions of professionalism involve creative tactical use of resources and space in ECEC settings. We argue that this reflexive identity work challenges ways of knowing, foregrounding alternative spaces for understanding professionalism.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"162 - 182"},"PeriodicalIF":2.6,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59961097","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 : 2023-02-12DOI: 10.1080/1359866X.2023.2177139
Alan Gorman, Catherine Furlong
ABSTRACT The Republic of Ireland has witnessed a transformative reform agenda in teacher education, stemming from internal trends, increased emphasis on supranational ranking indicators, and recommendations from national and international reviews of existing teacher education. As part of this reform agenda, the Teaching Council of Ireland has espoused models of higher education institution (HEI)-school partnerships, crystallised in Céim: Standards for Initial Teacher Education (Teaching Council, 2020) and Guidelines on School Placement (Teaching Council, 2021). Using critical discourse analysis, we unpack how language is directed to two key partners within the policies, namely higher education institutions and schools. Findings unpack a range of agendas at play that are undermining the notion of partnership, including how language can displace the roles and responsibilities of key stakeholders. We conclude with a call for further critical policy research in teacher education, given the wider policy and political influences at play. This paper offers a theoretical-oriented framework that can support a critical reading of such policies.
{"title":"Partnership or prescription: a critical discourse analysis of HEI-school partnership policy in the Republic of Ireland","authors":"Alan Gorman, Catherine Furlong","doi":"10.1080/1359866X.2023.2177139","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2177139","url":null,"abstract":"ABSTRACT The Republic of Ireland has witnessed a transformative reform agenda in teacher education, stemming from internal trends, increased emphasis on supranational ranking indicators, and recommendations from national and international reviews of existing teacher education. As part of this reform agenda, the Teaching Council of Ireland has espoused models of higher education institution (HEI)-school partnerships, crystallised in Céim: Standards for Initial Teacher Education (Teaching Council, 2020) and Guidelines on School Placement (Teaching Council, 2021). Using critical discourse analysis, we unpack how language is directed to two key partners within the policies, namely higher education institutions and schools. Findings unpack a range of agendas at play that are undermining the notion of partnership, including how language can displace the roles and responsibilities of key stakeholders. We conclude with a call for further critical policy research in teacher education, given the wider policy and political influences at play. This paper offers a theoretical-oriented framework that can support a critical reading of such policies.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"198 - 212"},"PeriodicalIF":2.6,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42022376","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 : 2023-02-08DOI: 10.1080/1359866X.2023.2177138
Michelle Ludecke, Rebecca Cooper
ABSTRACT Since the TEMAG Review we, as teacher educators in initial teacher education (ITE), have seen a gradual yet perceptible shift in the way pre-service teachers demonstrate their “classroom readiness.” In the past readiness was connected to preparing evidence for a job interview. Now, classroom readiness is determined by a pre-service teacher’s ability to meet the Australian Professional Standards for Teachers at the Graduate level through a capstone assessment task – the Teaching Performance Assessment (TPA). We take a phenomenographic approach to explore variations in the ways pre-service teachers viewed the authenticity of the TPA as an assessment of their classroom readiness. We draw data from three points in time: TPA, SETU responses, and interviews, to examine pre-service teachers' perceptions of readiness. Our question is: How do graduate teachers perceive themselves as ready to make the transition to teaching? As a result of our analysis we posit that teacher readiness takes time, and requires a state of metaxis in a liminal phase. We reposition point-in-time notions of classroom readiness such as “Action Now!” as liminal phases of transformation, in which authentic and mutually beneficial working relationships between ITE, PSTs and schools create the space and time needed to prepare “quality” graduate teachers.
{"title":"Ready, or not? Graduate teachers’ perceptions of their classroom readiness through a capstone assessment task","authors":"Michelle Ludecke, Rebecca Cooper","doi":"10.1080/1359866X.2023.2177138","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2177138","url":null,"abstract":"ABSTRACT Since the TEMAG Review we, as teacher educators in initial teacher education (ITE), have seen a gradual yet perceptible shift in the way pre-service teachers demonstrate their “classroom readiness.” In the past readiness was connected to preparing evidence for a job interview. Now, classroom readiness is determined by a pre-service teacher’s ability to meet the Australian Professional Standards for Teachers at the Graduate level through a capstone assessment task – the Teaching Performance Assessment (TPA). We take a phenomenographic approach to explore variations in the ways pre-service teachers viewed the authenticity of the TPA as an assessment of their classroom readiness. We draw data from three points in time: TPA, SETU responses, and interviews, to examine pre-service teachers' perceptions of readiness. Our question is: How do graduate teachers perceive themselves as ready to make the transition to teaching? As a result of our analysis we posit that teacher readiness takes time, and requires a state of metaxis in a liminal phase. We reposition point-in-time notions of classroom readiness such as “Action Now!” as liminal phases of transformation, in which authentic and mutually beneficial working relationships between ITE, PSTs and schools create the space and time needed to prepare “quality” graduate teachers.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"183 - 197"},"PeriodicalIF":2.6,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44774240","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 : 2023-02-03DOI: 10.1080/1359866X.2023.2174073
Heejoo Suh
ABSTRACT Well-written curriculum materials are known to support teacher learning. Less discussion has focused on whether teachers’ guides, curriculum materials written specifically for teachers by textbook publishers, provide sufficient support. In this study, I analyse four US-based mathematics teachers’ guides to understand the opportunities within them for teacher learning. Drawing on positioning theory, I conceptualised teacher learning opportunities as teacher positionings observable from teachers’ guides. With this conceptualisation, I explored teacher positionings that were regularly or idiosyncratically observable from the selected teachers’ guides. The results revealed only a small number of regularly observable positionings existed, indicating limited opportunities for teacher learning from the guides. Irregularly, or idiosyncratically observed positionings provided limited opportunities, as well. Based on the findings, I suggest the necessity of presenting diverse positionings to best utilise the potential from teachers’ guides as materials for teacher learning.
{"title":"Curriculum materials and educative opportunities: observing teacher positionings from teachers’ guides","authors":"Heejoo Suh","doi":"10.1080/1359866X.2023.2174073","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2174073","url":null,"abstract":"ABSTRACT Well-written curriculum materials are known to support teacher learning. Less discussion has focused on whether teachers’ guides, curriculum materials written specifically for teachers by textbook publishers, provide sufficient support. In this study, I analyse four US-based mathematics teachers’ guides to understand the opportunities within them for teacher learning. Drawing on positioning theory, I conceptualised teacher learning opportunities as teacher positionings observable from teachers’ guides. With this conceptualisation, I explored teacher positionings that were regularly or idiosyncratically observable from the selected teachers’ guides. The results revealed only a small number of regularly observable positionings existed, indicating limited opportunities for teacher learning from the guides. Irregularly, or idiosyncratically observed positionings provided limited opportunities, as well. Based on the findings, I suggest the necessity of presenting diverse positionings to best utilise the potential from teachers’ guides as materials for teacher learning.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"128 - 146"},"PeriodicalIF":2.6,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45054564","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：