Pub Date : 2022-05-27DOI: 10.1080/1359866X.2022.2079174
S. Heimans, G. Biesta, Keita Takayama, Margaret Kettle
As part of our 50 years “celebration” of the Asia-Pacific Journal of Teacher Education (APJTE), we thought it may be timely to think about what is, or has been, missing from the journal and, possibly, the “field” of teacher education over the past 50 years. To that end, you will see in this issue a paper, which is an edited “conversation” between scholars who have had an interest in the journal and the field of teacher education on the topic of what is, or has been, missing in APJTE and/or the “field.” We want to focus on the “missing” in this issue, not to highlight any deficiencies in past or present practices, but instead, to stimulate some discussion about what might eventuate in the next 50 years – to think about what might be “missing” 50 years hence. Below, we briefly discuss our initial orientation to the “missing” and the invited conversation piece, and then we introduce the other papers in the issue. When planning this issue as part of the 50-year celebration of APJTE, the question of what is missing arose in our discussion; we were interested in how we might frame this problem. It seems that the problem of the “missing,” on reflection, is at once both practical and philosophical. For example, from a practical point of view one can imagine that all of the authors whose papers have been submitted, but rejected, may read the responses to the question of the “missing” with some interest (paradoxically, one of the editors [Heimans] had the experience of having a submission rejected in APJTE!). More philosophically, one may wonder about the following: 1. what is “present”; 2. what is “missing,” or, seen another way, an “absent presence”; and 3. what is an “absent absence”to draw lightly on work by John Law (2004). Roughly these three categories focus our attention on 1. what is “in” the journal/field; 2. what is “out,” but may have been in given different conditions (e.g., different editors, different year of submission – thinking about the 50-year span and the faddishness of education practice and education research); and 3. what is not even thinkable as a possibility of being “in.” If we use Law’s typology, we can begin with the seemingly straightforward question about “What is ‘in’?.” A logical place to start with this is to look at the aims and scope of the journal – what is “in” must surely fall within these descriptors. However, such descriptors of desirable content are still subject to the processes of double-blind review and decision-making by editors. It is hard (perhaps impossible) to describe with any degree of accuracy the actual parameters of the aims and scope of a journal, and what does and does not fit within these – there is, perhaps, some desirable flexibility here. This leads us to the invited “conversation” piece in this issue. The aim of the invited “conversation” is not to try to reflect on the parameters ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION 2022, VOL. 50, NO. 3, 229–232 https://doi.org/10.1080/1359866X.2022.207917
{"title":"Thinking about what has been ‘missing’ in the Asia-Pacific Journal of Teacher Education (APJTE) and perhaps the field more generally","authors":"S. Heimans, G. Biesta, Keita Takayama, Margaret Kettle","doi":"10.1080/1359866X.2022.2079174","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2079174","url":null,"abstract":"As part of our 50 years “celebration” of the Asia-Pacific Journal of Teacher Education (APJTE), we thought it may be timely to think about what is, or has been, missing from the journal and, possibly, the “field” of teacher education over the past 50 years. To that end, you will see in this issue a paper, which is an edited “conversation” between scholars who have had an interest in the journal and the field of teacher education on the topic of what is, or has been, missing in APJTE and/or the “field.” We want to focus on the “missing” in this issue, not to highlight any deficiencies in past or present practices, but instead, to stimulate some discussion about what might eventuate in the next 50 years – to think about what might be “missing” 50 years hence. Below, we briefly discuss our initial orientation to the “missing” and the invited conversation piece, and then we introduce the other papers in the issue. When planning this issue as part of the 50-year celebration of APJTE, the question of what is missing arose in our discussion; we were interested in how we might frame this problem. It seems that the problem of the “missing,” on reflection, is at once both practical and philosophical. For example, from a practical point of view one can imagine that all of the authors whose papers have been submitted, but rejected, may read the responses to the question of the “missing” with some interest (paradoxically, one of the editors [Heimans] had the experience of having a submission rejected in APJTE!). More philosophically, one may wonder about the following: 1. what is “present”; 2. what is “missing,” or, seen another way, an “absent presence”; and 3. what is an “absent absence”to draw lightly on work by John Law (2004). Roughly these three categories focus our attention on 1. what is “in” the journal/field; 2. what is “out,” but may have been in given different conditions (e.g., different editors, different year of submission – thinking about the 50-year span and the faddishness of education practice and education research); and 3. what is not even thinkable as a possibility of being “in.” If we use Law’s typology, we can begin with the seemingly straightforward question about “What is ‘in’?.” A logical place to start with this is to look at the aims and scope of the journal – what is “in” must surely fall within these descriptors. However, such descriptors of desirable content are still subject to the processes of double-blind review and decision-making by editors. It is hard (perhaps impossible) to describe with any degree of accuracy the actual parameters of the aims and scope of a journal, and what does and does not fit within these – there is, perhaps, some desirable flexibility here. This leads us to the invited “conversation” piece in this issue. The aim of the invited “conversation” is not to try to reflect on the parameters ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION 2022, VOL. 50, NO. 3, 229–232 https://doi.org/10.1080/1359866X.2022.207917","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"229 - 232"},"PeriodicalIF":2.6,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47959301","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 : 2022-05-27DOI: 10.1080/1359866X.2022.2078952
M. Brennan, T. Carusi, Matthew Clarke, Deborah Heck, S. Heimans, Jo-Anne Reid, Parlo Singh
ABSTRACT The editors of APJTE invited a group of teacher education scholars to have a conversation about what is ‘missing’ from the journal and/ or the field. In line with our celebrations of the 50th anniversary of the journal, we thought that it would be interesting to think about what hasn't been in the journal but might have been. We worked with people who have been, or are becoming, influential in the field, and/ or have been editors of the journal before; to have a conversation about what's (been) missing from the journal and/ or perhaps from teacher education scholarship more generally; what's been excluded and why, and what that tells us about the current state of the field, and the future perhaps.
{"title":"What has been “missing” or “missed” over the last 50 years in APJTE?","authors":"M. Brennan, T. Carusi, Matthew Clarke, Deborah Heck, S. Heimans, Jo-Anne Reid, Parlo Singh","doi":"10.1080/1359866X.2022.2078952","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2078952","url":null,"abstract":"ABSTRACT The editors of APJTE invited a group of teacher education scholars to have a conversation about what is ‘missing’ from the journal and/ or the field. In line with our celebrations of the 50th anniversary of the journal, we thought that it would be interesting to think about what hasn't been in the journal but might have been. We worked with people who have been, or are becoming, influential in the field, and/ or have been editors of the journal before; to have a conversation about what's (been) missing from the journal and/ or perhaps from teacher education scholarship more generally; what's been excluded and why, and what that tells us about the current state of the field, and the future perhaps.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"233 - 248"},"PeriodicalIF":2.6,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47441594","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 : 2022-04-27DOI: 10.1080/1359866X.2022.2066504
Weiwei Shang, T. Yu, Ji Wang, Di Sun, Jim-Hong Su
ABSTRACT China’s education system faces a loss of teachers and a decline in education quality, and the new fertility policy means that the demand for teachers will increase. Against this background, the motivations and perceptions of pre-service teachers (N= 2618) were investigated. The Factors Influencing Teaching Choice instrument was used, and its construct validity and reliability were assessed. The results indicate that social altruism motivation was the most influential, in contrast with the high ratings of perceived teaching ability and intrinsic value motivations in Western studies. Prior teaching and learning experience came next, highlighting the prominence of the practices of teacher education programmes. Female pre-service teachers reported significantly higher motivations from intrinsic career value and shaping the future of children/adolescents and fewer fallback-career motivations. With increasing college year, the study found significantly higher values for perception of high task demand. Social utility values and expert career were scored higher by rural pre-service teachers than by urban ones. It is argued that policy makers, politicians and others who care about improving students’ intrinsic career value should enable pre-service teachers to undergo a longer internship time and targeted learning guidance.
{"title":"Why choose to become a teacher in China? A large-sample study using the Factors Influencing Teaching Choice scale","authors":"Weiwei Shang, T. Yu, Ji Wang, Di Sun, Jim-Hong Su","doi":"10.1080/1359866X.2022.2066504","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2066504","url":null,"abstract":"ABSTRACT China’s education system faces a loss of teachers and a decline in education quality, and the new fertility policy means that the demand for teachers will increase. Against this background, the motivations and perceptions of pre-service teachers (N= 2618) were investigated. The Factors Influencing Teaching Choice instrument was used, and its construct validity and reliability were assessed. The results indicate that social altruism motivation was the most influential, in contrast with the high ratings of perceived teaching ability and intrinsic value motivations in Western studies. Prior teaching and learning experience came next, highlighting the prominence of the practices of teacher education programmes. Female pre-service teachers reported significantly higher motivations from intrinsic career value and shaping the future of children/adolescents and fewer fallback-career motivations. With increasing college year, the study found significantly higher values for perception of high task demand. Social utility values and expert career were scored higher by rural pre-service teachers than by urban ones. It is argued that policy makers, politicians and others who care about improving students’ intrinsic career value should enable pre-service teachers to undergo a longer internship time and targeted learning guidance.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"406 - 423"},"PeriodicalIF":2.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44170642","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 : 2022-04-23DOI: 10.1080/1359866X.2022.2066506
Runke Huang, Haowen Zheng, Tianxue Duan, Weipeng Yang, Hui Li
ABSTRACT Teachers’ professional identities, or the professional images teachers have of themselves, play an essential role in teachers’ pedagogical knowledge and their propensity to stay in the profession. Even though with a shared recognition of the importance of professional identities among teachers, research is limited in terms of examining preservice teachers’ professional identities in early childhood education (ECE). This study, thus, investigated Chinese ECE undergraduate students’ perception of their identities as future teachers and the factors perceived to influence their professional identities. Altogether 182 preservice early childhood (EC) teachers were surveyed, and six graduates from the teacher training programmes were interviewed. Latent profile analyses generated three profiles of professional identity: low, medium, and high profiles. Regression analyses revealed that the year of study negatively predicted preservice teachers’ profile of professional identity, while the academic competency positively predicted the profile. Further interviews indicated that the social images of EC teachers, professional learning in universities, and requirements in kindergartens were perceived as the main obstacles to achieving a high identity, which refers to a strong, emotional recognition of ECE, satisfaction with the teacher education programme, and positive career prospects.
{"title":"Preparing to be future early childhood teachers: undergraduate students’ perceptions of their identity","authors":"Runke Huang, Haowen Zheng, Tianxue Duan, Weipeng Yang, Hui Li","doi":"10.1080/1359866X.2022.2066506","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2066506","url":null,"abstract":"ABSTRACT Teachers’ professional identities, or the professional images teachers have of themselves, play an essential role in teachers’ pedagogical knowledge and their propensity to stay in the profession. Even though with a shared recognition of the importance of professional identities among teachers, research is limited in terms of examining preservice teachers’ professional identities in early childhood education (ECE). This study, thus, investigated Chinese ECE undergraduate students’ perception of their identities as future teachers and the factors perceived to influence their professional identities. Altogether 182 preservice early childhood (EC) teachers were surveyed, and six graduates from the teacher training programmes were interviewed. Latent profile analyses generated three profiles of professional identity: low, medium, and high profiles. Regression analyses revealed that the year of study negatively predicted preservice teachers’ profile of professional identity, while the academic competency positively predicted the profile. Further interviews indicated that the social images of EC teachers, professional learning in universities, and requirements in kindergartens were perceived as the main obstacles to achieving a high identity, which refers to a strong, emotional recognition of ECE, satisfaction with the teacher education programme, and positive career prospects.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"515 - 533"},"PeriodicalIF":2.6,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48911156","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 : 2022-04-07DOI: 10.1080/1359866X.2022.2058912
Sudeep Khanal, C. Charles
ABSTRACT Sociologists of education have shown that schooling tends to favour the most powerful groups and that even well-intentioned researchers can run the risk of perpetuating some of the very power structures we seek to critique. In this paper we explore how a male, Brahmin researcher from Nepal (the highest caste group in Nepalese society) attempted to disrupt power in researching the educational experiences of the lowest caste group – the Dalits – in one public school in Nepal. Drawing on ethnographic data generated in the field, alongside feminist theorising about reflexivity and power in research, we illuminate daily events in the life of a government school in Nepal that worked to reproduce power, including interactions that were witnessed between a range of actors in the field. We consider how the researcher’s reflexivity enabled him to recognise power and attempt to disrupt it. We argue that the focus on the “how” of research – with power at the forefront of our thinking – can lead to seeing things in the field in new ways, with the potential to influence future research and teaching in the Nepalese context in order to work towards justice for Dalit students.
{"title":"Disrupting power through reflexivity: new possibilities for researchers and teachers working with Dalits in Nepal","authors":"Sudeep Khanal, C. Charles","doi":"10.1080/1359866X.2022.2058912","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2058912","url":null,"abstract":"ABSTRACT Sociologists of education have shown that schooling tends to favour the most powerful groups and that even well-intentioned researchers can run the risk of perpetuating some of the very power structures we seek to critique. In this paper we explore how a male, Brahmin researcher from Nepal (the highest caste group in Nepalese society) attempted to disrupt power in researching the educational experiences of the lowest caste group – the Dalits – in one public school in Nepal. Drawing on ethnographic data generated in the field, alongside feminist theorising about reflexivity and power in research, we illuminate daily events in the life of a government school in Nepal that worked to reproduce power, including interactions that were witnessed between a range of actors in the field. We consider how the researcher’s reflexivity enabled him to recognise power and attempt to disrupt it. We argue that the focus on the “how” of research – with power at the forefront of our thinking – can lead to seeing things in the field in new ways, with the potential to influence future research and teaching in the Nepalese context in order to work towards justice for Dalit students.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"372 - 386"},"PeriodicalIF":2.6,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48847579","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 : 2022-03-30DOI: 10.1080/1359866X.2021.1980861
M. Clarke, Caroline Elbra-Ramsay
ABSTRACT Conceptually and practically, feedback typically sits within a pedagogical, rather than a philosophical, framework. Drawing on a longitudinal study with student teachers seeks, this paper seeks to critically reframe feedback beyond the pedagogical by considering the moral tensions and ethical dilemmas within feedback, thereby revealing an inherent duality in feedback as a phenomenon. Specifically, the study followed a group of student teachers through their three-year teacher education programme in order to explore their experiences and conceptions of feedback as these developed during their degree. Key to the study is the unique situation of student teachers as givers and receivers of feedback; but it also arises from their unique exposure to the neoliberal policy climate, as a consequence of the penetration of initial teacher education by high stakes regulatory mechanisms that may be at odds with the student teachers’ emerging professional judgement. As such, what we are calling the ‘double indemnity’ of feedback is partly informed by the participants’ dual and conflicted experiences as a learner and teacher but also by losses of innocence, optimism and sense of efficacy they experience as part of their development within the moral economies of feedback.
{"title":"Double indemnity: dualities, tensions and loss in the moral economies of feedback","authors":"M. Clarke, Caroline Elbra-Ramsay","doi":"10.1080/1359866X.2021.1980861","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1980861","url":null,"abstract":"ABSTRACT Conceptually and practically, feedback typically sits within a pedagogical, rather than a philosophical, framework. Drawing on a longitudinal study with student teachers seeks, this paper seeks to critically reframe feedback beyond the pedagogical by considering the moral tensions and ethical dilemmas within feedback, thereby revealing an inherent duality in feedback as a phenomenon. Specifically, the study followed a group of student teachers through their three-year teacher education programme in order to explore their experiences and conceptions of feedback as these developed during their degree. Key to the study is the unique situation of student teachers as givers and receivers of feedback; but it also arises from their unique exposure to the neoliberal policy climate, as a consequence of the penetration of initial teacher education by high stakes regulatory mechanisms that may be at odds with the student teachers’ emerging professional judgement. As such, what we are calling the ‘double indemnity’ of feedback is partly informed by the participants’ dual and conflicted experiences as a learner and teacher but also by losses of innocence, optimism and sense of efficacy they experience as part of their development within the moral economies of feedback.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"266 - 281"},"PeriodicalIF":2.6,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44420964","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 : 2022-03-16DOI: 10.1080/1359866X.2022.2050355
D. Chambers, Shane D. Lavery
ABSTRACT This study explores the experiences and perceptions of 13 Australian early childhood, primary and secondary pre-service teachers who undertook a two-week international service-learning immersion in an educational setting in Phnom Penh, Cambodia. Qualitative data were collected pre-immersion through an anonymous questionnaire, and post-immersion through reflective journals/reports and focus group interviews. Results suggest that benefits included academic development and cross-cultural learning. Challenges involved language difficulties and coming to terms with the poverty and history of Cambodia. The participants indicated that the immersion was extremely relevant to them, both professionally and personally. Finally, cultural experiences encouraged the participants to generate cultural knowledge and understanding which may enhance their future teaching. Overall, the study suggests that the inclusion of an international service-learning immersion aids in the preparation and training of pre-service teachers for a culturally diverse global society.
{"title":"International service learning: benefits, challenges and experiences of pre-service teachers","authors":"D. Chambers, Shane D. Lavery","doi":"10.1080/1359866X.2022.2050355","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2050355","url":null,"abstract":"ABSTRACT This study explores the experiences and perceptions of 13 Australian early childhood, primary and secondary pre-service teachers who undertook a two-week international service-learning immersion in an educational setting in Phnom Penh, Cambodia. Qualitative data were collected pre-immersion through an anonymous questionnaire, and post-immersion through reflective journals/reports and focus group interviews. Results suggest that benefits included academic development and cross-cultural learning. Challenges involved language difficulties and coming to terms with the poverty and history of Cambodia. The participants indicated that the immersion was extremely relevant to them, both professionally and personally. Finally, cultural experiences encouraged the participants to generate cultural knowledge and understanding which may enhance their future teaching. Overall, the study suggests that the inclusion of an international service-learning immersion aids in the preparation and training of pre-service teachers for a culturally diverse global society.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"498 - 514"},"PeriodicalIF":2.6,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42891971","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 : 2022-03-15DOI: 10.1080/1359866X.2022.2045472
Kenneth M. Zeichner
ABSTRACT Based on Ken’s keynote address at the 2021 Australian Teacher Education Association conference, in this interview, Ken outlines his arguments on the current challenges and possibilities for teacher education, especially in the United States. Significant challenges include funding constraints and structural reconfigurations in teacher education courses as well as schools, and the implications for students from non-dominant communities who comprise significant cohorts in American schools. To address the inequities and assert the “rightful presence” of communities in the education of their children, Ken calls for a democratising of education and provides persuasive examples of how this approach has been actioned.
{"title":"Interview with Ken Zeichner: Current challenges and future possibilities for teacher education","authors":"Kenneth M. Zeichner","doi":"10.1080/1359866X.2022.2045472","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2045472","url":null,"abstract":"ABSTRACT Based on Ken’s keynote address at the 2021 Australian Teacher Education Association conference, in this interview, Ken outlines his arguments on the current challenges and possibilities for teacher education, especially in the United States. Significant challenges include funding constraints and structural reconfigurations in teacher education courses as well as schools, and the implications for students from non-dominant communities who comprise significant cohorts in American schools. To address the inequities and assert the “rightful presence” of communities in the education of their children, Ken calls for a democratising of education and provides persuasive examples of how this approach has been actioned.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"130 - 143"},"PeriodicalIF":2.6,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44787673","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 : 2022-03-15DOI: 10.1080/1359866X.2022.2045567
Jana Višňovská, J. Cortina
ABSTRACT We address two of the challenges that were recently raised in APJTE editorial. The editorial aimed to encourage the APJTE research community, and the field of teacher education broadly, to engage in research, in which a complex view of teaching is assumed, explored, and proactively supported. We offer a perspective on the standing of two of the outlined challenges in mathematics education research and notes on what pursuing these challenges may entail. Specifically, we comment on the challenges of (1) reclaiming a practically meaningful, intellectually rigorous and politically astute conception of teaching, and (2) dealing well with and rigorously theorising the complexity of education, teaching, and teacher education. We start with a brief (and necessarily reductive) account of the history of mathematics education research domain and highlight how the conceptions of teachers and teaching were shaped through the research endeavours. We bring to the fore the implications that the dominant research approaches had for resources for teaching school mathematics. In this context, we turn to design research methodology in mathematics education and illustrate how the methodology, when coupled with the orientation of designing for teachers, can assist in the researchers’ pursuits of the outlined challenges.
{"title":"Teaching, teachers, and teaching resources in mathematics education research","authors":"Jana Višňovská, J. Cortina","doi":"10.1080/1359866X.2022.2045567","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2045567","url":null,"abstract":"ABSTRACT We address two of the challenges that were recently raised in APJTE editorial. The editorial aimed to encourage the APJTE research community, and the field of teacher education broadly, to engage in research, in which a complex view of teaching is assumed, explored, and proactively supported. We offer a perspective on the standing of two of the outlined challenges in mathematics education research and notes on what pursuing these challenges may entail. Specifically, we comment on the challenges of (1) reclaiming a practically meaningful, intellectually rigorous and politically astute conception of teaching, and (2) dealing well with and rigorously theorising the complexity of education, teaching, and teacher education. We start with a brief (and necessarily reductive) account of the history of mathematics education research domain and highlight how the conceptions of teachers and teaching were shaped through the research endeavours. We bring to the fore the implications that the dominant research approaches had for resources for teaching school mathematics. In this context, we turn to design research methodology in mathematics education and illustrate how the methodology, when coupled with the orientation of designing for teachers, can assist in the researchers’ pursuits of the outlined challenges.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"156 - 164"},"PeriodicalIF":2.6,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139611","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 : 2022-03-15DOI: 10.1080/1359866X.2022.2045565
E. Saito
ABSTRACT Some of the problems addressed by the editors of the Asia-Pacific Journal of Teacher Education (APJTE) refer to the issues concerning the Global South. This commentary elaborates upon the problematisations by the editors with reference to the ethical challenges arising in contexts of political turmoil; issues related to the power, or lack of it, of transnational organisations; and challenges faced by researchers from developing countries to publish their works in international journals. The commentary argues that the APJTE can, and should, contribute to solving the aforesaid issues and function as a platform for exchange of views, knowledge, and ideas among scholars from the developing nations of Asia and the Pacific and their counterparts from developed countries. In this context, substantial attention should be paid to the problems in those areas in the form of special issues, in addition to publication of articles in regular issues; an establishment of a new category for shorter pieces or commentaries should be considered; and online sessions should be organised for researchers in developing countries of Asia and the Pacific about how to publish with the APJTE.
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