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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Teacher Education; Foreign Countries; Educational Change; Educational Policy; Educational History; Public Education; Nationalism; Ideology; English; Official Languages; English Instruction; English Teachers
Abstract:
The late nineteenth-century expansion of public schooling in Australia from an initial focus on the elementary phase to post-primary provision, and then to a more systematic secondary education over the early to mid-twentieth century, went hand in hand with the emergence of new populations of children and young people--a new constituency. In turn, these developments called into being a New Teacher, and a new system of teacher education, formed in accordance with what was widely understood as the New Education. Moreover, this was conceived as clearly in the service of nation-building. This paper traces aspects of the history of teacher education in Australia in the first half of the twentieth century, proposing that this is best understood with reference to the cultural and ideological significance of English teaching and the English language, nation and empire. (Contains 4 notes.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Curriculum Development; Educational Change; Curriculum Implementation; Teacher Educators; Elementary School Teachers; Teacher Attitudes; Teacher Education; Faculty Development; Cultural Context; Foreign Countries
Abstract:
This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers. (Contains 1 table and 4 notes.)
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Cultural Pluralism; Critical Literacy; Public Schools; Novices; Teacher Educators; Preservice Teachers; Urban Universities; Student Diversity; Educational Trends; Whites; Cultural Awareness; Teacher Education; Teaching Methods; Equal Education; Case Studies; Qualitative Research; English Teachers; Secondary School Teachers; Language Arts; Cultural Differences; Culturally Relevant Education
Abstract:
Research suggests that while students in public schools in the U.S. are becoming increasingly diverse in terms of race, ethnicity, class, and culture, the pool of prospective teachers is made up largely of White, middle-class women. The demographic imperative indicates that this trend will remain stable for the foreseeable future, reinforcing the necessity of critical multiculturalism as a vital component of the teacher preparation process. By asking novices to examine the institutional practices and hegemonic norms that reproduce inequity in public schools, teacher educators can help develop young teachers as agents of change prior to their entry into urban classrooms. Putting these notions into practice, however, is a daunting task for fledgling teachers, particularly for those completing their apprenticeship in schools that offer minimal flexibility in terms of planning and curricular design. In attempting to document life in schools, one must first acknowledge that schools are foremost institutions with rules and procedures that are produced (and reproduced), rules that often do little to serve those students existing along the margins. To address the competing realities co-existing within these institutional spaces, the scholarship on figured worlds offers a meaningful roadmap for analyzing data. Figured worlds have four characteristics: they are historical worlds in which people are recruited for participation (or willingly enter); they are social realms in which positions of the participants matters; they are socially organized and reproduced; they are peopled by familiar social types developed by the particular worlds' activity. By using this body of work as a lens through which to examine a novice's entry into the profession, it is possible to gain greater clarity about the challenges of negotiating the different realms--and competing realities--of all who labor inside a school's walls. This qualitative case study followed a secondary English/language arts preservice teacher as she completed her final intern and apprentice (student) teaching semesters at a large urban university in the Southwest. In addition to documenting the practical considerations of learning to teach in her content area, this study investigated the preservice teacher's understanding of multiculturalism and her attempts to enact a culturally responsive pedagogy (Gay, 2000). What this article suggests is that certainly positions matter in figured worlds; however, by acknowledging the lived realities of all of those laboring in a classroom and building connections between the differing worldviews and the curriculum, students can become empowered agents of their own, developing literate practices along the way.
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Author(s): |
Parnell, Will |
Source: |
Journal of Early Childhood Research, v10 n2 p117-133 Jun 2012 |
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Pub Date: |
2012-06-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Reflective Teaching; Teacher Researchers; Teacher Educators; Reggio Emilia Approach; Reflection; Listening; Phenomenology; Early Childhood Education; Young Children; Teaching Methods; Teacher Education
Abstract:
A teacher educator phenomenologically researches with two studio teachers, creating a dynamic of three reflective practitioners making meaning of their time in the studios. They are reflective practitioners as they claim to practice learning and teaching in reflection, action and reflective action. In their team of three, they explore the question: "How can reflective practices help us make meaning of our experiences in the early childhood studio?" This team ventures to find meaning in their reflective studio encounters as they work together to reflect back on their experiences in a school's studios. Working with small groups of children in two studios, these teacher researchers co-learn with children, in one studio about making family faces and the other about creating birds and nests. They bring together their trails and traces of learning--their documentation--to collaborate on reflecting back their experiences and make meaning of them to move forward in their work. In reflecting, problems arise with collaboration which leads to solutions of risking to listen, moving beyond comfort zones and more reflection. (Contains 5 figures.)
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