Pub Date : 2023-02-02DOI: 10.1080/1359866X.2023.2174074
Min-tser Lin, Weili Zhao
ABSTRACT This paper investigates the making and governing of Hong Kong teachers along and beyond a Foucauldian governmentality lens, untangling how the three technologies along neoliberalism, Confucian thesis, and affective dimensions play with and against one another in conducting the conduct of teachers. Through a discourse analysis of 27 local teachers’ interview texts, we find Hong Kong teachers are both morally divided and redeemed as an effect of the entangled governing dynamics. First, the neoliberalized technologies of performativity and accountability are turning teachers into “service providers” accountable for incessant evaluations from the institutions, students, and parents. Second, such neoliberal rationalities collide with a Confucian respect for teachers to the extent that teachers feel not-respected, sad, and disappointed. Last, some teachers, amidst such contested situations, turn to affective support, i.e., a family-like teacher-student relationship, that ends up redeeming them from a negative governing grid towards maintaining a congruent self-identification. With this finding, this paper further explicates Confucian affective teacher-student relationship as a foundational historical-cultural episteme that largely conditions today’s teaching and learning in Confucian context. This recognition enables us to re-ponder the theoretical-methodological-epistemological complexities in applying Foucault’s framework to an Asian context along a (de/anti/post)-colonial gesture.
{"title":"Untangling the making and governing of Hong Kong teachers through neoliberal, Confucian, and affective technologies: with and beyond Foucault","authors":"Min-tser Lin, Weili Zhao","doi":"10.1080/1359866X.2023.2174074","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2174074","url":null,"abstract":"ABSTRACT This paper investigates the making and governing of Hong Kong teachers along and beyond a Foucauldian governmentality lens, untangling how the three technologies along neoliberalism, Confucian thesis, and affective dimensions play with and against one another in conducting the conduct of teachers. Through a discourse analysis of 27 local teachers’ interview texts, we find Hong Kong teachers are both morally divided and redeemed as an effect of the entangled governing dynamics. First, the neoliberalized technologies of performativity and accountability are turning teachers into “service providers” accountable for incessant evaluations from the institutions, students, and parents. Second, such neoliberal rationalities collide with a Confucian respect for teachers to the extent that teachers feel not-respected, sad, and disappointed. Last, some teachers, amidst such contested situations, turn to affective support, i.e., a family-like teacher-student relationship, that ends up redeeming them from a negative governing grid towards maintaining a congruent self-identification. With this finding, this paper further explicates Confucian affective teacher-student relationship as a foundational historical-cultural episteme that largely conditions today’s teaching and learning in Confucian context. This recognition enables us to re-ponder the theoretical-methodological-epistemological complexities in applying Foucault’s framework to an Asian context along a (de/anti/post)-colonial gesture.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"147 - 161"},"PeriodicalIF":2.6,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43419205","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 : 2023-02-02DOI: 10.1080/1359866X.2023.2174075
S. Y. Yip
ABSTRACT The mobility of teachers is a global phenomenon that has affected the education environment worldwide. This study examines the professional transition of immigrant teachers and finds that teacher professional vulnerability is a critical emotion in the complex process of professional transition. Using a qualitative inductive approach, this study reports on the professional transition experiences of ten teachers who migrated from Asia to Australia. Findings revealed that teachers’ perceived teaching competence and interactions with students and colleagues are significant elements contributing to immigrant teachers’ professional vulnerability during their professional transition. I conclude by discussing the resonance between our findings and previous studies, new emerging findings, implications, and recommendations.
{"title":"Immigrant teachers’ experience of professional vulnerability","authors":"S. Y. Yip","doi":"10.1080/1359866X.2023.2174075","DOIUrl":"https://doi.org/10.1080/1359866X.2023.2174075","url":null,"abstract":"ABSTRACT The mobility of teachers is a global phenomenon that has affected the education environment worldwide. This study examines the professional transition of immigrant teachers and finds that teacher professional vulnerability is a critical emotion in the complex process of professional transition. Using a qualitative inductive approach, this study reports on the professional transition experiences of ten teachers who migrated from Asia to Australia. Findings revealed that teachers’ perceived teaching competence and interactions with students and colleagues are significant elements contributing to immigrant teachers’ professional vulnerability during their professional transition. I conclude by discussing the resonance between our findings and previous studies, new emerging findings, implications, and recommendations.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"233 - 247"},"PeriodicalIF":2.6,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47575153","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 : 2023-01-01DOI: 10.1080/1359866x.2023.2168334
Margaret Kettle, S. Heimans, G. Biesta, Keita Takayama
As the first issue in the new year, this editorial and the following articles foreground teachers and teaching. While they approach the topic from different perspectives, all are united in suggesting that the current times for teachers and teaching are characterised by upheaval and change: the expressions in the article titles and abstracts include “new educational contexts,” “educational change,” “tumultuous times,” “recent disruptions” and “an increasingly dynamic and ever-changing global context.” Given these concerns about global flux related to factors such as COVID, mobility and dislocation, war, economic recession, policy resets, and institutional restructurings to name a few, we take the opportunity to revisit the role of teachers and teaching. This move aligns with our eight challenges that we presented to the field of teacher education research in 2020 (Biesta et al., 2020) and in recognition of the foundational and formidable role of teachers in our societies. The COVID pandemic saw 1.5 billion students in 188 countries and economies locked out of schools in 2020, and ongoing disruptions into late 2021 and 2022, including teacher and student absences (Organisation for Economic Co-operation and Development OECD, 2022). As education systems across OECD countries have moved from crisis management to recovery, programs have been implemented to quantify so-called learning losses and to provide support for the mental health and well-being of teachers and students. Teachers are considered central to the educational formation of children and indeed, are the individuals who are most often in positions of responsibility for children at group and class levels (OECD, 2022). As teaching environments across all sectors change in terms of policy mandates, student diversity, and technology priorities, to name a few, it is teachers with their individual groups and classes who must respond to these shifts. To recognise the ongoing efforts of teachers, World Teachers’ Day is celebrated. In Australia, Teachers’ Day will be acknowledged on 27 October in 2023, but in some societies the response to teachers is veneration and Teachers’ Day has been part of social practice for centuries. For example, in a recent research workshop with Arabic-speaking Syrian families, the parents shared that in their home country the teacher is respected for imparting knowledge and culture to children. If students meet their teacher outside of school, they must lower their eyes as a sign of respect. At a university, an appreciative Vietnamese doctoral student presented her supervisor with a decorative scroll listing the commonly-ascribed characteristics of a teacher:
作为新一年的第一期，这篇社论和随后的文章展望了教师和教学。虽然他们从不同的角度来处理这个话题，所有人都一致认为，当前教师和教学时代的特点是动荡和变化：文章标题和摘要中的表述包括“新的教育背景”、“教育变革”、“动荡的时代”、“最近的混乱”和“日益动态和不断变化的全球环境”。“鉴于这些与新冠肺炎、流动性和错位、战争、经济衰退、政策重置和机构重组等因素有关的全球变化的担忧，我们借此机会重新审视教师和教学的作用。这一举措与我们在2020年向教师教育研究领域提出的八项挑战相一致（Biesta et al.，2020），也承认了教师在我们社会中的基础性和强大作用。2020年，新冠肺炎疫情导致188个国家和经济体的15亿学生失学，并持续到2021年末和2022年，包括教师和学生缺勤（经济合作与发展组织，经合组织，2022）。随着经合组织国家的教育系统从危机管理转向复苏，已经实施了一些计划来量化所谓的学习损失，并为教师和学生的心理健康和福祉提供支持。教师被认为是儿童教育形成的核心，事实上，教师是最经常在群体和班级层面对儿童负责的个人（经合组织，2022）。随着所有部门的教学环境在政策授权、学生多样性和技术优先事项等方面发生变化，教师及其个人群体和班级必须应对这些变化。为了表彰教师们正在进行的努力，庆祝世界教师日。在澳大利亚，教师节将于2023年10月27日举行，但在一些社会，对教师的反应是崇敬，教师节已经成为几个世纪以来社会实践的一部分。例如，在最近与讲阿拉伯语的叙利亚家庭举行的一次研究研讨会上，家长们分享说，在他们的祖国，老师因向孩子们传授知识和文化而受到尊重。如果学生在校外遇到老师，他们必须低着眼睛以示尊重。在一所大学里，一位心怀感激的越南博士生向她的导师赠送了一幅装饰卷轴，上面列出了一位老师的常见特征：
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Pub Date : 2023-01-01DOI: 10.1080/1359866X.2022.2162848
R. Adlington, J. Charteris, Adele Nye
ABSTRACT Teaching performance assessments (TPA) are a trending feature of initial teacher education. Founded in the United States of America, TPAs have emerged in the Australian context as a capstone assessment of preservice teacher competence. However, the inclusion of the TPA in initial teacher education places additional pressure on tertiary institutions to prepare their graduates for the rigour of the test alongside the rigour of the classroom. This paper examines the ways in which preservice teachers may best be prepared for both the test and the teaching profession, exploring notions of the TPA and teacher quality, and the tensions between theory and practice. It does so in the context of part-time and distance initial teacher education, where the gap between university and the classroom, theory and practice is magnified. PrExConnex is introduced as one way in which preservice teachers can be appropriately scaffolded in learning how to negotiate the TPA during professional experience, whilst also being supported in becoming professionals, engaging in professional dialogue and reflective practice. Here, we leverage the metaphor of the classroom as a “black box;” the complex space in which connections occur between teacher and school inputs and student educational output.
{"title":"Formative performance assessment in preservice teacher education – working through the black boxes","authors":"R. Adlington, J. Charteris, Adele Nye","doi":"10.1080/1359866X.2022.2162848","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2162848","url":null,"abstract":"ABSTRACT Teaching performance assessments (TPA) are a trending feature of initial teacher education. Founded in the United States of America, TPAs have emerged in the Australian context as a capstone assessment of preservice teacher competence. However, the inclusion of the TPA in initial teacher education places additional pressure on tertiary institutions to prepare their graduates for the rigour of the test alongside the rigour of the classroom. This paper examines the ways in which preservice teachers may best be prepared for both the test and the teaching profession, exploring notions of the TPA and teacher quality, and the tensions between theory and practice. It does so in the context of part-time and distance initial teacher education, where the gap between university and the classroom, theory and practice is magnified. PrExConnex is introduced as one way in which preservice teachers can be appropriately scaffolded in learning how to negotiate the TPA during professional experience, whilst also being supported in becoming professionals, engaging in professional dialogue and reflective practice. Here, we leverage the metaphor of the classroom as a “black box;” the complex space in which connections occur between teacher and school inputs and student educational output.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"90 - 104"},"PeriodicalIF":2.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42046673","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 : 2023-01-01DOI: 10.1080/1359866X.2022.2162849
Tanya Fitzgerald
ABSTRACT In this article, in which I draw on a keynote address to the 2022 Australian Teacher Education Association conference, I take up the challenge to provoke conversations about and advocate for public teacher education. I call for a disruption to accountability discourses that locate teaching and teacher education as a contemporary public policy problem that presuppose regimes of accreditation and compliance will address perceived issues. This article offers a counterpoint to these debates and shifts attention to the critical role of teacher educators and the importance of reclaiming public teacher education.
{"title":"Disrupting discourses and reclaiming public teacher education: A provocation","authors":"Tanya Fitzgerald","doi":"10.1080/1359866X.2022.2162849","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2162849","url":null,"abstract":"ABSTRACT In this article, in which I draw on a keynote address to the 2022 Australian Teacher Education Association conference, I take up the challenge to provoke conversations about and advocate for public teacher education. I call for a disruption to accountability discourses that locate teaching and teacher education as a contemporary public policy problem that presuppose regimes of accreditation and compliance will address perceived issues. This article offers a counterpoint to these debates and shifts attention to the critical role of teacher educators and the importance of reclaiming public teacher education.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"5 - 14"},"PeriodicalIF":2.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41868379","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 : 2022-11-29DOI: 10.1080/1359866X.2022.2151415
N. Harrison, Ivan Clarke
ABSTRACT Historical significance continues to be the forgotten element of history education. Without student capacity to establish what they think is important, or why they would care about certain events and people from the past, students will continue to be disinterested in the study of history. This paper draws on the results of a three-year study aimed at understanding how the Stolen Generations in Australia becomes historical significant for pre-service teachers. Rather than being disinterested in stories of the Stolen Generations, we find that these students are vitally invested in such narratives to the extent that they, on occasion, cannot bear to hear the story. While they acquire knowledge, they also resist and ignore it. Hence, we argue that neither reason or cognitive science are up to the task of resisting either the student’s drive to ignore, or their assimilation of difference into the same. For history to be significant in the classroom for students, it must be understood as more than an epistemological pursuit.
{"title":"The impossibility of keeping history in the past: working beyond cognitive science to locate historical significance in the stolen generations","authors":"N. Harrison, Ivan Clarke","doi":"10.1080/1359866X.2022.2151415","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2151415","url":null,"abstract":"ABSTRACT Historical significance continues to be the forgotten element of history education. Without student capacity to establish what they think is important, or why they would care about certain events and people from the past, students will continue to be disinterested in the study of history. This paper draws on the results of a three-year study aimed at understanding how the Stolen Generations in Australia becomes historical significant for pre-service teachers. Rather than being disinterested in stories of the Stolen Generations, we find that these students are vitally invested in such narratives to the extent that they, on occasion, cannot bear to hear the story. While they acquire knowledge, they also resist and ignore it. Hence, we argue that neither reason or cognitive science are up to the task of resisting either the student’s drive to ignore, or their assimilation of difference into the same. For history to be significant in the classroom for students, it must be understood as more than an epistemological pursuit.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"218 - 232"},"PeriodicalIF":2.6,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45355911","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 : 2022-11-29DOI: 10.1080/1359866X.2022.2151414
Hao Tran, Kerry Taylor-Leech
ABSTRACT Teachers stand at the face of educational change, and it is therefore important to understand the identity work that they do if reform is to be successful. This paper explores how two Vietnamese university language teachers renegotiated their professional identity in the context of dramatic changes to language provision in the tertiary-sector in Vietnam. These changes were brought about by higher education reforms and the national plan to improve the quality of English language teaching, commonly referred to as National Project 2020. The authors use the concept of Figured Worlds, and the related notions of figurative and positional identities, to analyse the narratives that permeated these teachers’ professional identities. Their storylines provide an illustrative case which highlights the complex forces that reshape teacher professional identities in times of externally imposed reform and professional transition. The findings of our study show that prior experience, language affiliation, emotional responses to change, professional orientations and actions, confidence, and self-esteem were key influential forces shaping the teachers’ identities. The findings have relevance for the broad field of teacher professional identity as well as for language education in Vietnam and other Southeast Asian countries.
{"title":"Constructing professional identities in new figured worlds: Foreign language teachers transitioning to English teaching in Vietnam","authors":"Hao Tran, Kerry Taylor-Leech","doi":"10.1080/1359866X.2022.2151414","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2151414","url":null,"abstract":"ABSTRACT Teachers stand at the face of educational change, and it is therefore important to understand the identity work that they do if reform is to be successful. This paper explores how two Vietnamese university language teachers renegotiated their professional identity in the context of dramatic changes to language provision in the tertiary-sector in Vietnam. These changes were brought about by higher education reforms and the national plan to improve the quality of English language teaching, commonly referred to as National Project 2020. The authors use the concept of Figured Worlds, and the related notions of figurative and positional identities, to analyse the narratives that permeated these teachers’ professional identities. Their storylines provide an illustrative case which highlights the complex forces that reshape teacher professional identities in times of externally imposed reform and professional transition. The findings of our study show that prior experience, language affiliation, emotional responses to change, professional orientations and actions, confidence, and self-esteem were key influential forces shaping the teachers’ identities. The findings have relevance for the broad field of teacher professional identity as well as for language education in Vietnam and other Southeast Asian countries.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"76 - 89"},"PeriodicalIF":2.6,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44564205","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 : 2022-11-29DOI: 10.1080/1359866X.2022.2152310
Amy Mcpherson, Daniella J. Forster, Kylie Kerr
ABSTRACT In recent years, a number of controversies related to climate change, racism and Black Lives Matter, and gender and sexual diversity have characterised public debate in Australia about politically charged content in schools. This paper explores one jurisdiction’s “Controversial Issues in Schools” policy through three broad areas of discussion. We begin by analysing the current social and political context in Australia at both a state and national level to consider how debates around controversial issues in schools have been utilised to exploit both existing and emerging cultural divisions. We then examine some of the philosophical claims central to the “Controversial Issues in Schools” policy before considering a single case of teacher deliberation in relation to the policy. The paper argues that the policy does little to support teachers in bringing up controversial issues in the classroom particularly given the ways teacher conduct in relation to controversial issues is treated in public discourse. Engaging with controversial issues as a matter of teacher conduct fails to acknowledge the epistemic, ethical, and political nature of controversial issues and teachers’ deliberation in relation to such concerns and constructs teacher conduct as a central concern.
{"title":"Controversial issues in the Australian educational context: dimension of politics, policy and practice","authors":"Amy Mcpherson, Daniella J. Forster, Kylie Kerr","doi":"10.1080/1359866X.2022.2152310","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2152310","url":null,"abstract":"ABSTRACT In recent years, a number of controversies related to climate change, racism and Black Lives Matter, and gender and sexual diversity have characterised public debate in Australia about politically charged content in schools. This paper explores one jurisdiction’s “Controversial Issues in Schools” policy through three broad areas of discussion. We begin by analysing the current social and political context in Australia at both a state and national level to consider how debates around controversial issues in schools have been utilised to exploit both existing and emerging cultural divisions. We then examine some of the philosophical claims central to the “Controversial Issues in Schools” policy before considering a single case of teacher deliberation in relation to the policy. The paper argues that the policy does little to support teachers in bringing up controversial issues in the classroom particularly given the ways teacher conduct in relation to controversial issues is treated in public discourse. Engaging with controversial issues as a matter of teacher conduct fails to acknowledge the epistemic, ethical, and political nature of controversial issues and teachers’ deliberation in relation to such concerns and constructs teacher conduct as a central concern.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"113 - 127"},"PeriodicalIF":2.6,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49293416","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 : 2022-11-01DOI: 10.1080/1359866X.2022.2141606
Xiao-yang Li, Guoyuan Sang
ABSTRACT Teacher knowledge building (TKB) is indispensable for teachers’ continuing professional development (PD). However, studies on how teacher knowledge is built and how to facilitate this process are scarce. In this study, we critically reviewed the existing literature on TKB since 2016, focusing mainly on in-service teachers working in K-12 school settings. Thirty-six studies were identified and analysed regarding approaches to TKB, mechanisms underlying TKB, conditions facilitating TKB, and the measurement of TKB. On the basis of our findings, we propose a conceptual framework that firstly helps research community to understand and assess TKB and secondly provides promising approaches to design effective PD for teachers’ knowledge building.
{"title":"Critical review of research on teacher knowledge building: towards a conceptual framework","authors":"Xiao-yang Li, Guoyuan Sang","doi":"10.1080/1359866X.2022.2141606","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2141606","url":null,"abstract":"ABSTRACT Teacher knowledge building (TKB) is indispensable for teachers’ continuing professional development (PD). However, studies on how teacher knowledge is built and how to facilitate this process are scarce. In this study, we critically reviewed the existing literature on TKB since 2016, focusing mainly on in-service teachers working in K-12 school settings. Thirty-six studies were identified and analysed regarding approaches to TKB, mechanisms underlying TKB, conditions facilitating TKB, and the measurement of TKB. On the basis of our findings, we propose a conceptual framework that firstly helps research community to understand and assess TKB and secondly provides promising approaches to design effective PD for teachers’ knowledge building.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"58 - 75"},"PeriodicalIF":2.6,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49140372","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 : 2022-10-20DOI: 10.1080/1359866X.2022.2138039
Keita Takayama, Margaret Kettle, S. Heimans, G. Biesta
such as OECD, UNESCO, World Bank and Asia Development Bank as well as other major international donors (Australia, China, Japan, New Zealand, South Korea) and the regionally based strategic moves that Pacific island nations have taken in their relationship with international development “partners.” All this suggests that transnational policy actors intersect with teacher education reform; it is important, however, to investigate how their policies are resisted and recontex-tualized, and where the regionally based networks of educators and schools experimenting with bottom-up teacher education reform are emerging. We seek manuscripts that docu-ment, interrogate, and theorise these top-down and bottom-up teacher education initiatives.
{"title":"Taking “Asia Pacific” seriously: some uncomfortable questions about editing APJTE","authors":"Keita Takayama, Margaret Kettle, S. Heimans, G. Biesta","doi":"10.1080/1359866X.2022.2138039","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2138039","url":null,"abstract":"such as OECD, UNESCO, World Bank and Asia Development Bank as well as other major international donors (Australia, China, Japan, New Zealand, South Korea) and the regionally based strategic moves that Pacific island nations have taken in their relationship with international development “partners.” All this suggests that transnational policy actors intersect with teacher education reform; it is important, however, to investigate how their policies are resisted and recontex-tualized, and where the regionally based networks of educators and schools experimenting with bottom-up teacher education reform are emerging. We seek manuscripts that docu-ment, interrogate, and theorise these top-down and bottom-up teacher education initiatives.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"425 - 437"},"PeriodicalIF":2.6,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45697328","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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