Pub Date : 2022-03-15DOI: 10.1080/1359866x.2022.2045568
Jo-Anne Reid
ABSTRACT The Editors’ challenges to the field of teacher education ask us to take stock: what is education for? What is our role in preparing new teachers to educate the nation? In their introduction to the panel discussing these challenges, they asked three questions: “Does ‘the field’ need to be challenged?”; “Can ‘the field’ be challenged?,” and “In which direction(s)?” Their answers were “yes,” “yes,” and “tell us.” Academic journals, of course, cannot change the world, but they can do far more than simply reflect back to us what we are thinking and doing to advance knowledge. Over time they certainly reflect the changes in our thinking, and from time to time they can intervene, as these editors are attempting to do, by taking a stand and asking explicit questions about the directions they believe we should be taking – challenging us, in fact, to think again, and perhaps, change our minds about what we think we should be doing.
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Pub Date : 2022-03-15DOI: 10.1080/1359866X.2022.2048464
Margaret Kettle, S. Heimans, G. Biesta, Keita Takayama
This issue marks the second in our special series commemorating the 50th anniversary of the Asia-Pacific Journal of Teacher Education (APJTE). As expressed in our first issue, a number of initiatives are underway to harness the history of the journal – its editors, leading articles that were deemed to make a difference in the field as well as the topics and debates that have headlined different periods in the journal. APJTE is the journal of the Australian Teacher Education Association (ATEA) and as noted in our previous editorial (Takayama, Kettle, Heimans & Biesta, 2022), the association and APJTE have always been internationalist in their orientation; indeed, the association was originally titled the South Pacific Association of Teacher Education before changing to ATEA in 1988. In this issue, our focus turns to calls for action in teacher education research and practice from scholars who represent the diversity of voices characterising the field. The scholars initially presented their ideas at the 2021 ATEA conference and were subsequently invited to expand on them in this celebratory anniversary issue. We have invoked the metaphor of calls and voices to foreground the meaning and urgency of the arguments in the papers. In everyday life, we are familiar with the concept of calls – the call to prayer, bird calls, a clarion call – where the function is to communicate important meaning appropriately and in context. For example, we might understand the respective calls listed above as follows: a gracious invocation to pause and listen, the delineation of territory and the drive for survival and sustainability, and an emphatic request for something to happen. In all three instances, the people and birds issuing the calls are imbued with the authority and capabilities to make their messages meaningful and relevant. In the same way, we argue that the people issuing calls for action in teacher education research and practice in this APJTE publication have the authority and expertise afforded by experience, roles, insights, and longevity of engagement in the field. They offer meaningful and important conceptualisations of teaching, teachers, and teacher education. As such, they delineate the field as it currently stands and foreground the areas that need urgently redressing to ensure our ongoing legitimacy and relevance. In addition, they offer possibilities and strategies for new directions in teacher education, ones that entail change and a level of adaptation to the prevailing conditions, particularly economic and political agendas, and articulate new forms of engagement with communities, students, families, and practitioners. Like all calls to action and the ensuing politics and power relations, our authors remind us that these possibilities open up new conceptual, political, and relational territory but are best ventured into together – as a field, guided by an association such as ATEA. We therefore consider the papers presented in this issue to
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Pub Date : 2022-03-15DOI: 10.1080/1359866X.2022.2045566
M. Shay
I was honoured to have been invited by the Editorial team of the Asia-Pacific Journal of Teacher Education (APJTE henceforth) as part of a panel at the Australia Teacher Education Association Conference 2021, which was a robust discussion about the eight challenges the editorial team set for the field of teacher education (Biesta, Takayama, Kettle, & Heimans, 2020). Before I share my thoughts in responding to the challenges set out in the paper outlining the statement about teacher education between principles, politics and practice by the APJTE editorial team, I centre my epistemic and ontological protocol of introducing my relatedness. My maternal connections are to the Daly River region (Wagiman Country) in the Northern Territory of Australia. I was born in Brisbane and raised around Southeast Queensland where my family have many community connections. I am fortunate to have a full appreciation of the many strengths, knowledges, and wisdoms in our communities, from Elders and diverse knowledge holders. The panel discussion had landed in NAIDOC week in Australia. NAIDOC stands for the National Aborigines and Islanders Day Observance Committee (Commonwealth of Australia, 2021). It originally emerged from Aboriginal groups about 100 years ago in the 1920ʹs which aimed to improve treatment and rights of Aboriginal and Torres Strait Islander peoples – but of course the resistance and advocacy started well before this in earlier colonial times. Our fight for survival, recognition and justice in this place is a long one. The theme for the 2021 NAIDOC is “Healing Country.” It is a timely reminder of the significant and existential crises we are facing in the world today, and how important Indigenous knowledges are in finding solutions to these crises (Tom, Sumida Huaman, & McCarty, 2019). The focus of my panel response was about epistemic and professional justice. These two concepts go hand in hand when considering the eight challenges to the field outlined by the editorial group of the Asia-Pacific Journal of Teacher Education. Biesta et al. (2020) outline that the tensions between “the practicalities of the job” and the “engagement with educational theory, history, and scholarship” is “probably as old as the institutionalisation of teacher education itself” (p. 455). I argue that the struggle for justice in education and teacher education for Indigenous Australians is as old as the institutions of Australia itself. I want to be future focused in my response but to know where we are
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Pub Date : 2022-03-14DOI: 10.1080/1359866X.2022.2049700
D. Heck
ABSTRACT As higher education providers respond to increasing financial pressures with restructures and downsizing, teacher education is often subsumed into larger faculties that result in teacher educators’ work, especially related to accreditation lost in the myriad of benchmarks and measures to be achieved. Even during a worldwide pandemic, teaching and teacher education continue to be subjected to scrutiny and portrayed as problematic by policymakers. In the 50th year of the Asia-Pacific Journal of Teacher Education, it is timely to reflect on our role as public intellectuals and explore possibilities to engage with discussions that shift the negative gaze in both teaching and teacher education to explore and generate new sensibilities. The paper critically analyses possibilities for teacher educators as public intellectuals through their research, teaching and service endeavours to make cultural contributions to education research and practice.
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Pub Date : 2022-01-01DOI: 10.1080/1359866X.2022.2022854
Keita Takayama, Margaret Kettle, S. Heimans, G. Biesta
This year marks the 50 anniversary of the Asia-Pacific Journal of Teacher Education (APJTE). We, the editors of the journal, would like to celebrate the milestone year by organising a number of special features in our editorials throughout the year. In addition to introducing the regular articles included in each issue, we are going to invite a number of people who can speak to the promises and challenges for the field of teacher education today, who can help us reflect upon where the field has come from and where it should be headed to in the near future, and who can help us imagine teacher education and research differently through cross-cultural and cross-national dialogues. One thing that we have been trying to achieve in our editorial role over the last few years is to strengthen the linkage between the journal and its sponsoring association, the Australian Teacher Education Association (ATEA). Last year, we organised two sessions at the ATEA conference; the one where we invited some of the journal’s advisory board members to engage with our eight challenges (see Biesta, Takayama, Kettle, & Heimans, 2020), and the other where an information session about the journal was held to offer ATEA’s early career researchers some tips on how to get published. Besides, one of us regularly attends the ATEA executive meetings to stay informed of their discussions. Though APJTE is not exclusive to ATEA members, it is vitally important that APJTE serves the interests of ATEA and actively advocate for the profession. As part of this ongoing effort to facilitate the linkage, we invited the four keynote speakers at the 2021 ATEA annual conference to be part of our celebration. We asked them to either prepare a manuscript based on their keynote speeches or to be interviewed by us. Jo-Anne Reid (Charles Stuart University, Australia) and Graeme Hall (Australian Institute for Teaching and School Leadership) prepared a manuscript, which is included in this issue, while the other three keynote speakers opted to answer our questions in an interview format, and this issue includes an interview with Anne Phelan from the University of British Columbia, Canada. The interviews with Ken Zeichner (University of Washington, USA) and Marnee Shay (University of Queensland, Australia) will be published in the subsequent issues. In Looking back, looking forward: Taking stock of teacher education at (another) crossroad, Jo-Anne Reid and Graeme Hall, the two veteran Australian teacher educators who have been associated with ATEA for many years, offer us a rare glimpse into the history of ATEA and the crucial roles that APJTE has played in helping to enhance the legitimacy of teacher education as a proper discipline within the university and supporting the professionalisation of teachers. In Australia, just as elsewhere, the field of teacher education has been under consistent attack both from within and outside academia. One of the key strategies employed by those who demand prop
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Pub Date : 2022-01-01DOI: 10.1080/1359866X.2021.2019676
Jo-Anne Reid, Graeme W. Hall
ABSTRACT Teacher education in the time of the covid is unpredictable indeed. Fifty years ago, a major political overhaul of initial teacher education removed control from state education departments and began the transition of ITE to a university discipline. This led to the emergence of the teacher education professional, and the need for an association such as ATEA to maintain self-regulation and development of the field. While “on the ground” the daily practice of teacher education may not feel the same as it did in 1971, when we think about our possible futures, we argue that we must always take account of our pasts – and how they have shaped the social, political, and educational contexts we do and will experience. The things we do as teacher educators, along with how we do them, where we do them, and even who we do them with, are always changing: attention to our history is essential as we imagine shaping our future. We are indeed in an unpredictable position. We revisit our history here to argue that there is benefit now, in listening to advice from the past – and considering the possibilities of a road not yet taken.
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Pub Date : 2022-01-01DOI: 10.1080/1359866X.2021.2022095
Anne M. Phelan
One of the abiding challenges for teacher education is to create and sustain a sense of educational possibility. This means putting conditions in place that can help preserve the capacity of each new teacher to renew the educational conversation, that is, to question, to articulate what matters, and to imagine yet unthought educational purposes and practices. This means that teacher education programmes and policies not only welcome but nourish the difference that each newcomer brings to the profession. Put simply, the challenge is how to keep the question of a future open. This is a perennial educational challenge of course but one currently haunted by neo-liberal learning utopias, on the one hand, and pandemic dystopias, on the other. Utopian thought provides enticing visions of a better future. In its neo-liberal variety, the future is defined within the terms of global economics. Oriented towards uncontested and predetermined destinations, neo-liberalism offers a sort of user manual for living and teaching (Clarke & Phelan, 2017). It provides direction without inviting an articulation of meaningful purpose (Brown, 2017). This means that the need for ethical judgment or political consideration is erased because, we are told, there are no alternatives to consider. Dion Rüsselbæk Hansen and I have written about how the neo-liberal utopian ideal of a better economic future is entangled with education (Phelan & Rüsselbæk Hansen, 2021). Education becomes little more than “a ‘resource’ to be used as part of the standing reserve in the game of national economic competition” (Peters & Humes, 2003, p. 432). Teachers become the instrumental means to commercial ends and good teaching, directed towards predetermined effects – improvement of student test scores on international comparative tests (Hattie, 2013; McMahon, Forde, & Dickson, 2015) – is seen as merely “a clinical practice positioned within an audit culture” (Peters & Humes, 2003, p. 68). In this scenario, teacher education prepares teachers as:
教师教育面临的长期挑战之一是创造和维持一种教育可能性的意识。这意味着要创造条件，帮助每位新教师保持更新教育对话的能力，也就是说，提出问题，阐明什么是重要的，并想象尚未考虑的教育目的和实践。这意味着教师教育项目和政策不仅欢迎，而且会滋养每个新人给这个职业带来的差异。简而言之，挑战在于如何保持未来的开放性。当然，这是一个长期存在的教育挑战，但目前一方面是新自由主义的学习乌托邦，另一方面是流行的反乌托邦。乌托邦思想提供了美好未来的诱人愿景。在它的新自由主义变种中，未来是在全球经济的条件下定义的。面向无争议和预定的目的地，新自由主义为生活和教学提供了一种用户手册(Clarke & Phelan, 2017)。它提供了方向，而不需要表达有意义的目的(Brown, 2017)。这意味着对道德判断或政治考虑的需要被抹去了，因为我们被告知，没有其他选择可以考虑。Dion r sselbæk Hansen和我写过关于更好的经济未来的新自由主义乌托邦理想是如何与教育纠缠在一起的(Phelan & r sselbæk Hansen, 2021)。教育只不过是“一种‘资源’，在国家经济竞争的游戏中被用作常设储备的一部分”(彼得斯和休谟，2003年，第432页)。教师成为商业目的和良好教学的工具手段，指向预定的效果-提高学生在国际比较测试中的测试成绩(Hattie, 2013;McMahon, Forde， & Dickson, 2015) -被视为仅仅是“在审计文化中定位的临床实践”(Peters & Humes, 2003, p. 68)。在这种情况下，教师教育将教师培养为:
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Pub Date : 2021-12-03DOI: 10.1080/1359866X.2021.2010273
E. Chong, June M. Hu, Eric Chi Keung Cheng, I. Davies, Hei-hang Hayes Tang, Y. Leung, S. F. Hung
ABSTRACT During the turbulent 2018–19 school year, we researched Hong Kong teachers’ perceptions regarding the design and implementation of National Education in schools for students aged 12–17. We seek to make a contribution to understandings of aspects of the cultural, political and social dimensions and contexts relevant to teacher education. 41 civic and/or national education teachers were interviewed about their educational aims, content, teaching methods and assessment approaches. Teachers believe National Education should deliver and assess knowledge of China and nurture students’ identification with the nation through teaching Chinese culture and history via a balanced pedagogical approach and experiential learning. They discuss the relationship between Hong Kong and China, and conclude that teaching about the Chinese government is unavoidable. This indicates that in addition to teachers’ long established cultural, civic and cosmopolitan forms of nationalism, they are now using national unity and economy-induced nationalism to frame their professional work. These findings are significant because they indicate teachers’ fundamental and educational characterisations of National Education at this crucial juncture of Hong Kong; highlight the issues that should be considered for any programmeof initial or in-service teacher education; and, ultimately, indicate the nature of what may possibly be implemented in schools.
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Pub Date : 2021-11-29DOI: 10.1080/1359866X.2021.2012557
Ainat Guberman, R. Zuzovsky
ABSTRACT In recent decades, Israeli teacher education colleges underwent an academisation reform, and teacher educators were required to show research productivity. Teacher education colleges formed research units in order to nurture a culture of research and help teacher educators become research active. The current study analyses research unit members’ narratives to learn about their activities, the challenges they faced, and how dealing with these challenges contributed to their colleges’ research culture. The data consist of stories they told about meaningful experiences they had while working in these units. We found that research unit members had to negotiate their status in relation to veteran teachers on the one hand, and college authorities on the other hand. Over the years, the developing research capacity of teacher educators prompted the expansion of the units and the services they provide. College authorities were a major driving force in this process, whereas research universities set the benchmark for the desired academic level. Nonetheless, the expansion of research in the teacher education colleges is inspired by a neo-liberal, individualistic approach and sometimes comes at the expense of teaching. College authorities’ leadership is needed to foster collective research agendas that are inspired by teacher education practice.
{"title":"The contribution of research units to research culture in Israeli teacher education colleges from unit members’ perspective","authors":"Ainat Guberman, R. Zuzovsky","doi":"10.1080/1359866X.2021.2012557","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2012557","url":null,"abstract":"ABSTRACT In recent decades, Israeli teacher education colleges underwent an academisation reform, and teacher educators were required to show research productivity. Teacher education colleges formed research units in order to nurture a culture of research and help teacher educators become research active. The current study analyses research unit members’ narratives to learn about their activities, the challenges they faced, and how dealing with these challenges contributed to their colleges’ research culture. The data consist of stories they told about meaningful experiences they had while working in these units. We found that research unit members had to negotiate their status in relation to veteran teachers on the one hand, and college authorities on the other hand. Over the years, the developing research capacity of teacher educators prompted the expansion of the units and the services they provide. College authorities were a major driving force in this process, whereas research universities set the benchmark for the desired academic level. Nonetheless, the expansion of research in the teacher education colleges is inspired by a neo-liberal, individualistic approach and sometimes comes at the expense of teaching. College authorities’ leadership is needed to foster collective research agendas that are inspired by teacher education practice.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"357 - 371"},"PeriodicalIF":2.6,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45233176","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 : 2021-11-28DOI: 10.1080/1359866X.2021.2010274
Blake Cutler, Megan Adams, L. Jenkins
ABSTRACT This study explored Master of Teaching pre-service teachers’ (PSTs’) feelings of comfort and more broadly, their emotional experience as they prepare to work in classrooms with LGBTIQ students. Within the context of a broader mixed methods research project, PSTs were surveyed, and data were combined with a focus group (total participants n = 42). This paper reports on the qualitative data collected. Theoretically, Vygotsky’s cultural-historical approach was used to elicit information about the PSTs’ emotional experience (perezhivanie). Important findings indicate that PSTs’ past experiences influence their understanding of LGBTIQ content and their willingness to transform their developing pedagogy. Systemic tensions around language and context contributed to challenging emotional experiences when PSTs were unable to mitigate the issues. It is argued that comfort is an initial starting point, but perezhivanie provides a lens to examine and support a broader understanding of the institutional structures which constrain PSTs when working with LGBTIQ students.
{"title":"Working towards LGBTIQ-inclusive education: perceptions of pre-service teachers’ comfort and emotional experience","authors":"Blake Cutler, Megan Adams, L. Jenkins","doi":"10.1080/1359866X.2021.2010274","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2010274","url":null,"abstract":"ABSTRACT This study explored Master of Teaching pre-service teachers’ (PSTs’) feelings of comfort and more broadly, their emotional experience as they prepare to work in classrooms with LGBTIQ students. Within the context of a broader mixed methods research project, PSTs were surveyed, and data were combined with a focus group (total participants n = 42). This paper reports on the qualitative data collected. Theoretically, Vygotsky’s cultural-historical approach was used to elicit information about the PSTs’ emotional experience (perezhivanie). Important findings indicate that PSTs’ past experiences influence their understanding of LGBTIQ content and their willingness to transform their developing pedagogy. Systemic tensions around language and context contributed to challenging emotional experiences when PSTs were unable to mitigate the issues. It is argued that comfort is an initial starting point, but perezhivanie provides a lens to examine and support a broader understanding of the institutional structures which constrain PSTs when working with LGBTIQ students.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"295 - 310"},"PeriodicalIF":2.6,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45817094","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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