Pub Date : 2022-10-17DOI: 10.1080/1359866x.2022.2135486
G. Teasdale
ABSTRACT In this historical piece, Bob Teasdale, who was the Editor when the journal was known as the South Pacific Journal of Teacher Education (1975–1980) and who also served as President of the journal’s professional organisation then known as the South Pacific Association for Teacher Education (1980–1981), details the early years of the journal’s inception during the 1970s, as well as the decision-making behind the journal’s name change during the formative years. This paper provides an account from the editor’s perspective of the journal’s origins, and the policies and politics at play that influenced the journal’s growth and direction.
{"title":"The early years of the Journal: some personal reflections","authors":"G. Teasdale","doi":"10.1080/1359866x.2022.2135486","DOIUrl":"https://doi.org/10.1080/1359866x.2022.2135486","url":null,"abstract":"ABSTRACT In this historical piece, Bob Teasdale, who was the Editor when the journal was known as the South Pacific Journal of Teacher Education (1975–1980) and who also served as President of the journal’s professional organisation then known as the South Pacific Association for Teacher Education (1980–1981), details the early years of the journal’s inception during the 1970s, as well as the decision-making behind the journal’s name change during the formative years. This paper provides an account from the editor’s perspective of the journal’s origins, and the policies and politics at play that influenced the journal’s growth and direction.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"439 - 446"},"PeriodicalIF":2.6,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41331971","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 : 2022-10-15DOI: 10.1080/1359866X.2022.2135488
T. Ishii
ABSTRACT In Japan, the complexity of the teaching profession has been downplayed in the course of repeated systemic reforms, wherein the profession is increasingly viewed as a technical operation. In response to this trend, the concept of “reflective practitioner” (Schön, D. A.) has been proposed as a counterpoint. While it has influenced the discussion of teacher education reform thereafter, it has also been coopted into what Gert Biesta calls “learnification” of teacher education. This paper outlines the trends and debates of teacher education reform in Japan and discusses ways to avoid the “learnification” of teacher education. This paper speaks directly to Item No. 1 of the 8 challenges put forward by the APJTE editors, which concerns the redefinition of teaching “as a technical operation aimed at the effective production of measurable learning outcomes” and its implications for teacher agency, identity and professionalism. It uses Japan as a case to depict the situation in which the trivialisation of teaching into a technical operation and the de-professionalisation of the teaching profession are proceeding not only through the action of educational policy but also through the interaction with discourses that are intended to criticise it.
{"title":"Fluctuations in the professionality and professionalism of the teaching profession in Japan: a perspective against the “learnification” of teacher education","authors":"T. Ishii","doi":"10.1080/1359866X.2022.2135488","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2135488","url":null,"abstract":"ABSTRACT In Japan, the complexity of the teaching profession has been downplayed in the course of repeated systemic reforms, wherein the profession is increasingly viewed as a technical operation. In response to this trend, the concept of “reflective practitioner” (Schön, D. A.) has been proposed as a counterpoint. While it has influenced the discussion of teacher education reform thereafter, it has also been coopted into what Gert Biesta calls “learnification” of teacher education. This paper outlines the trends and debates of teacher education reform in Japan and discusses ways to avoid the “learnification” of teacher education. This paper speaks directly to Item No. 1 of the 8 challenges put forward by the APJTE editors, which concerns the redefinition of teaching “as a technical operation aimed at the effective production of measurable learning outcomes” and its implications for teacher agency, identity and professionalism. It uses Japan as a case to depict the situation in which the trivialisation of teaching into a technical operation and the de-professionalisation of the teaching profession are proceeding not only through the action of educational policy but also through the interaction with discourses that are intended to criticise it.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"453 - 457"},"PeriodicalIF":2.6,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45340588","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 : 2022-10-14DOI: 10.1080/1359866X.2022.2135487
G. Lingam
ABSTRACT This contribution explicitly responds to Agenda No. 5 of the eight challenges posed by the journal editors, which focuses on politics and practice of language learning and teaching. This agenda deserves specific attention in teacher education research because language is a strong indicator of people’s identity.
{"title":"Teaching and learning of indigenous languages in the Pacific: are we doing enough in teacher education?","authors":"G. Lingam","doi":"10.1080/1359866X.2022.2135487","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2135487","url":null,"abstract":"ABSTRACT This contribution explicitly responds to Agenda No. 5 of the eight challenges posed by the journal editors, which focuses on politics and practice of language learning and teaching. This agenda deserves specific attention in teacher education research because language is a strong indicator of people’s identity.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"447 - 452"},"PeriodicalIF":2.6,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47821548","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 : 2022-09-22DOI: 10.1080/1359866x.2022.2125226
G. Biesta, S. Heimans, Keita Takayama, Margaret Kettle
{"title":"Taking teacher educators, teachers, and students seriously in research: a statement from the editors of the Asia-Pacific Journal of Teacher Education about the revised aims and scope of the journal","authors":"G. Biesta, S. Heimans, Keita Takayama, Margaret Kettle","doi":"10.1080/1359866x.2022.2125226","DOIUrl":"https://doi.org/10.1080/1359866x.2022.2125226","url":null,"abstract":"","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46708354","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 : 2022-09-13DOI: 10.1080/1359866x.2022.2123764
Kathryn Bown
{"title":"Call for special issue proposals for the Asia-Pacific Journal of Teacher Education","authors":"Kathryn Bown","doi":"10.1080/1359866x.2022.2123764","DOIUrl":"https://doi.org/10.1080/1359866x.2022.2123764","url":null,"abstract":"","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"438 - 438"},"PeriodicalIF":2.6,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47949187","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 : 2022-09-13DOI: 10.1080/1359866X.2022.2124148
A. Fitzgerald, O. Bradbury
ABSTRACT In an increasingly dynamic and ever-changing global context, mobility and employment choices has resulted in professional diversification and change. These changes have offered opportunity for two researchers to apply an analytic approach to their experiences. This collaborative self-study explores how being in a new educational context influenced and shaped the thinking of two teacher educators in relation to initial teacher education. Journal entries over a three-month period generated a set of three key themes – identity, belonging and purpose. Applying a critical friend methodological approach, these conversations helped the authors to further interrogate the data and make sense of their learnings. An important finding from the research is the power of the reflective process in truly engaging with the change and the significant personal growth that took place within each new context. The findings are pertinent others’ experience change in educational context, such as pre-service teachers, which raises interesting questions and insights for those working with these cohorts and how best to prepare them for the dynamism of the profession.
{"title":"Teacher educators’ learnings from change and growth in new educational contexts: Understanding identity, belonging and purpose","authors":"A. Fitzgerald, O. Bradbury","doi":"10.1080/1359866X.2022.2124148","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2124148","url":null,"abstract":"ABSTRACT In an increasingly dynamic and ever-changing global context, mobility and employment choices has resulted in professional diversification and change. These changes have offered opportunity for two researchers to apply an analytic approach to their experiences. This collaborative self-study explores how being in a new educational context influenced and shaped the thinking of two teacher educators in relation to initial teacher education. Journal entries over a three-month period generated a set of three key themes – identity, belonging and purpose. Applying a critical friend methodological approach, these conversations helped the authors to further interrogate the data and make sense of their learnings. An important finding from the research is the power of the reflective process in truly engaging with the change and the significant personal growth that took place within each new context. The findings are pertinent others’ experience change in educational context, such as pre-service teachers, which raises interesting questions and insights for those working with these cohorts and how best to prepare them for the dynamism of the profession.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"15 - 27"},"PeriodicalIF":2.6,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42249978","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 : 2022-09-08DOI: 10.1080/1359866X.2022.2119368
S. Fowler, S. Leonard, Florence Gabriel
ABSTRACT In recent decades, the aims and objectives of education – and therefore public discourse on the appropriate skills and attributes of mathematics teachers – have been rapidly shifting due to forces from outside the teaching profession. The forces driving change in mathematics are as diverse as the emergence of “Industry 4.0” and “STEM,” new directions in transnational education policy making, and the COVID-19 pandemic. This paper contributes to a growing literature seeking to empower teachers to respond to the complexity of such multifaceted change expansively rather than defensively. It does so through the refinement and application of practical theories of educational change and approaches to building actionable practice knowledge. Specifically, this paper will argue for the use of the epistemic object as a practical focus for changes to practice chosen by the profession. This argument will be made within the framework of practice architectures offered by Kemmis and others. The paper first considers the impact of some recent disruptions on teaching and then provides a “worked example” of using mathematical proficiencies as an epistemic object able to practically support teachers to develop actionable knowledge grounded in the specifics of their own professional context.
{"title":"Empowering mathematics teachers to meet evolving educational goals: the role of “epistemic objects” in developing actionable practice knowledge in tumultuous times","authors":"S. Fowler, S. Leonard, Florence Gabriel","doi":"10.1080/1359866X.2022.2119368","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2119368","url":null,"abstract":"ABSTRACT In recent decades, the aims and objectives of education – and therefore public discourse on the appropriate skills and attributes of mathematics teachers – have been rapidly shifting due to forces from outside the teaching profession. The forces driving change in mathematics are as diverse as the emergence of “Industry 4.0” and “STEM,” new directions in transnational education policy making, and the COVID-19 pandemic. This paper contributes to a growing literature seeking to empower teachers to respond to the complexity of such multifaceted change expansively rather than defensively. It does so through the refinement and application of practical theories of educational change and approaches to building actionable practice knowledge. Specifically, this paper will argue for the use of the epistemic object as a practical focus for changes to practice chosen by the profession. This argument will be made within the framework of practice architectures offered by Kemmis and others. The paper first considers the impact of some recent disruptions on teaching and then provides a “worked example” of using mathematical proficiencies as an epistemic object able to practically support teachers to develop actionable knowledge grounded in the specifics of their own professional context.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"45 - 57"},"PeriodicalIF":2.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45723326","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 : 2022-09-08DOI: 10.1080/1359866X.2022.2119369
Theresa Bourke, M. Ryan, Leonie Rowan, J. Lunn Brownlee, Susan Walker, L. L’Estrange
ABSTRACT Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators’ views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowledge associated with teaching about and to diversity, rather than teaching for diversity. The authors argue that all three facets are necessary for thorough preparation of preservice teachers for today’s diverse classrooms.
{"title":"Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions?","authors":"Theresa Bourke, M. Ryan, Leonie Rowan, J. Lunn Brownlee, Susan Walker, L. L’Estrange","doi":"10.1080/1359866X.2022.2119369","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2119369","url":null,"abstract":"ABSTRACT Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators’ views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowledge associated with teaching about and to diversity, rather than teaching for diversity. The authors argue that all three facets are necessary for thorough preparation of preservice teachers for today’s diverse classrooms.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"51 1","pages":"28 - 44"},"PeriodicalIF":2.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45815810","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 : 2022-08-08DOI: 10.1080/1359866X.2022.2104467
G. Biesta, Keita Takayama, Margaret Kettle, S. Heimans
The materialist doctrine that men are products of circumstances and upbringing, and that, therefore, changed men are products of changed circumstances and changed upbringing, forgets that it is men who change circumstances and that the educator must himself be educated. (. . .) The coincidence of the changing of circumstances and of human activity or self-change [Selbstveränderung] can be conceived and rationally understood only as revolutionary practice. (Marx, 1924, no page) Third Thesis on Feuerbach)
{"title":"Who educates the teacher educator? On research, practice, and politics","authors":"G. Biesta, Keita Takayama, Margaret Kettle, S. Heimans","doi":"10.1080/1359866X.2022.2104467","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2104467","url":null,"abstract":"The materialist doctrine that men are products of circumstances and upbringing, and that, therefore, changed men are products of changed circumstances and changed upbringing, forgets that it is men who change circumstances and that the educator must himself be educated. (. . .) The coincidence of the changing of circumstances and of human activity or self-change [Selbstveränderung] can be conceived and rationally understood only as revolutionary practice. (Marx, 1924, no page) Third Thesis on Feuerbach)","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"325 - 327"},"PeriodicalIF":2.6,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41876741","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 : 2022-06-21DOI: 10.1080/1359866X.2022.2073868
Kari Smith
ABSTRACT The role of research in teacher education is a widely discussed topic by policymakers as well as by researchers and practitioners. At the policy level, there seems to be a general claim that teacher education shall be research based (OECD, 2005; European Commission, 2013; Finnish Ministry of Education and Culture, 2021; Norwegian Ministry of Knowledge, 2020). The claims are strong, however, the interpretation and the operationalisation of the role of research in teacher education is, to say it mildly, vague. In this paper, I will briefly present voices of some international researchers with the purpose of illuminating the complex roles research plays in teacher education. A major part of this paper will present an example of how Norway has attempted to operationalise the complexity of balancing between teacher educators’ researcherly and pedagogical dispositions by funding the National Research School in Teacher Education (NAFOL). The overall goal of the research school is to develop “researching teacher educators” with equal value of all the three words.
{"title":"Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway","authors":"Kari Smith","doi":"10.1080/1359866X.2022.2073868","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2073868","url":null,"abstract":"ABSTRACT The role of research in teacher education is a widely discussed topic by policymakers as well as by researchers and practitioners. At the policy level, there seems to be a general claim that teacher education shall be research based (OECD, 2005; European Commission, 2013; Finnish Ministry of Education and Culture, 2021; Norwegian Ministry of Knowledge, 2020). The claims are strong, however, the interpretation and the operationalisation of the role of research in teacher education is, to say it mildly, vague. In this paper, I will briefly present voices of some international researchers with the purpose of illuminating the complex roles research plays in teacher education. A major part of this paper will present an example of how Norway has attempted to operationalise the complexity of balancing between teacher educators’ researcherly and pedagogical dispositions by funding the National Research School in Teacher Education (NAFOL). The overall goal of the research school is to develop “researching teacher educators” with equal value of all the three words.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"328 - 342"},"PeriodicalIF":2.6,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42775191","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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