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Descriptors:
Educational Policy; Teacher Education; Foreign Countries; Educational Change; Public Policy; Neoliberalism; Politics of Education; Global Approach; Teaching (Occupation); Academic Achievement

Abstract:
Over the last 30 years, teacher education has become a major area of government policy in many countries around the world. One of the key factors driving this change has been the growing significance of globalisation, "imagined" by most countries as necessitating the pursuit of neoliberal policies. But neoliberalism itself is not static; interpretations vary between different countries and change over time as a result of political processes. This article takes the case of England, focusing in particular on ways in which neoliberal teacher education policies changed and developed during the new Labour administration (from 1997-2010) and are changing again under the present Coalition government. Both administrations have been fundamentally committed to the pursuit of neoliberal policies, but their interpretations of neoliberalism have varied significantly; as a result, their policies on teacher education are also very different. Despite the very real material changes brought about by globalisation, the article concludes by emphasising the significance of national politics in the development of teacher educational policy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Educational Administration; Expertise; Educational Experience; Scholarship; Gender Differences; Women Faculty; Networks; Communities of Practice; Educational History; Foreign Countries; International Education; Gender Issues; Teaching (Occupation)

Abstract:
An examination of recent gender scholarship demonstrates how a gendered lens has contributed to the debates on society, the state and education. Using local and international examples mostly from about 1880 to 1930, this paper will investigate how gendered perceptions coloured the provision of education, what we mean by "the state" and how much and what type of education it and other bodies have provided for females in different contexts. Following this, it will examine the growth of women in teaching, the challenges and limitations which beset them, the opportunities that were opened up to them and how far they and other women achieved authority and/or expertise in education in schools, colleges, educational administration and management, or as leaders and thinkers. This will illustrate the gendered thinking underlying much state education, but also show women as agents, building up networks and communities of women involved in education in multifarious ways, including transnational education. At the same time it can be seen that this has often belied imperialistic imperatives and ethnic condescension. Moving between local examples from Birmingham and Britain and international examples principally from English-speaking scholarship, the importance of gender history is argued because it reveals educational experiences and tiers of educational initiatives, practice and administration often neglected yet significant in education, while at the same time raising new questions. It does not just bring females into history, but understands history in a different and deeper way. (Contains 102 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adjunct Faculty; Labor Market; Higher Education; College Faculty; Tenure; Teaching (Occupation); Job Placement; Temporary Employment

Abstract:
In a tight job market, visiting professorships can be appealing way stations for new Ph.D.'s while they search for permanent posts. Unlike adjunct positions, which are often renewed semester by semester, visiting professorships are set by annual or even multiyear contracts, with most capped at three years. The visiting jobs often come with health benefits and offer better pay than a typical adjunct receives, with visiting professors often earning close to the same starting salary as an assistant professor. The role is attractive to universities, too, which are using the positions to hire Ph.D.'s for teaching jobs that limited budgets make it difficult or impossible to otherwise fill. A visiting professorship can also offer an institution more stability than an adjunct appointment, as the contract is longer and the professor is often more engaged in departmental affairs. But while some scholars view visiting professorships as a road toward tenure, with resume-building experience in teaching and research, others have found the route can become a dead end. One historian didn't realize until too late that he was doomed to be a perpetual visitor. Others, however, still see the role as a steppingstone. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Teacher Improvement; Teaching (Occupation); Teacher Recruitment; Preservice Teacher Education; Teacher Placement; Teacher Persistence; Incentives; Accountability; Unions

Abstract:
This paper outlines a set of ideas for improving teacher quality in America's schools. In it, the author proposes a combination of incremental steps and ambitious ones, designed to stimulate policymakers, practitioners, and the public to accelerate efforts to develop high-quality teachers. The paper has four main sections. First, the author provides a brief assessment of the current state of teaching in America, identifying five core challenges reformers must address if they are serious about improving teacher quality. Second, the author posits a new, broader conceptualization of the teaching profession. Third, the author provides specific recommendations for how to better recruit, prepare, place, incentivize, and hold accountable the teachers America requires. Finally, having recently lived and breathed the Chicago teacher strike, the author concludes with some thoughts about the trajectory of organized labor, and what it might do to support the development of a stronger teacher workforce in America. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Homosexuality; Teaching (Occupation); Social Status; Social Behavior; Behavior Standards; United States History; Rhetoric; Parent Attitudes; Public Speaking; Political Attitudes; Politics of Education; Educational History

Abstract:
"Newsweek" ran an article on "The Homosexual Teacher" in December 1978. At the end of a tumultuous two-year period framed by Anita Bryant's anti-gay campaign in South Florida and John Briggs' proposition to bar gay and lesbian educators from working in California public schools, reporters concluded, "Most homosexual teachers are deeply plagued by job anxiety." That observation likely came as no surprise. In this article, the author explores the Bryant and Briggs campaigns to see if this exposure of the recent past can shed light on some longstanding school questions. Anita Bryant and John Briggs used students as a rhetorical tool to target gay and lesbian teachers. Their camp exploited teachers as a wedge in the battle over gay rights. And conservative activists considered their attack on the gay rights movement the linchpin in their campaign to advance a far-reaching political agenda. In the conclusion, the author reflects upon what it means to objectify students and teachers in this way, moving them about as pawns on a political chessboard. But first, the author takes another look at the rhetoric that characterized the Bryant and Briggs campaigns. (Contains 80 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Teacher Education Programs; College Instruction; Foundations of Education; Educational Policy; Holistic Approach; Inclusion; Politics of Education; Federal Legislation; Social Environment; Social Cognition; Social Influences; Interpersonal Competence; Teaching (Occupation); Partnerships in Education

Abstract:
The third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" ("Standards") challenge us to envision what "a more holistic, inclusive and intellectually challenging approach to preparing educators" might look like. This article discusses how the operating principles of a teacher education program parallel the commitments for educators found in the "Standards" and explores why collaborative relationships between teacher education and social foundations matter. Given the current political and social climate surrounding the field of education, it is important for those of us in the field of social foundations to think outside the box. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Adult Education; Adult Educators; Teacher Qualifications; Foreign Countries; Professional Development; Educational Research; Professional Identity; Learning Processes; Faculty Development; Adult Students; Teaching (Occupation); Interviews; Personal Narratives

Abstract:
The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their "Plan B", a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Back to Basics; Accountability; Testing; Educational Change; Teaching (Occupation); High Stakes Tests; Creativity; Public Schools; Federal Legislation; Educational Legislation; Standards; Education; Progressive Education

Abstract:
Remarks by the Minister for Education and Skills underscore the accountability that public institutions and the teaching profession carry for assuring the success of the nation's education enterprise. This article challenges assumptions about the nature of education that are critical to the accountability and testing regimens currently in favor internationally. While supportive of the goals of accountability systems, it argues that higher order pedagogies that reconcile competing historical trends between "progressive" and "back to basics" themes are very promising in an era of important new tools. These approaches include designing classroom ecosystems in ways that routinely elicit high performance and flow-like experiences in learning. Such designs, when successful, alter the terms of accountability and testing dialogues. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reflective Teaching; Professional Development; Personal Narratives; Experience; Teaching Experience; Teaching (Occupation); Teachers; Reflection; Higher Education; Teaching Skills; Teaching Styles; Teacher Characteristics

Abstract:
This article discusses a process of self-inquiry that took the form of a narrative journey of transformation. The process included reflective practice deepened by focusing on the lived experience of being a teacher, and as the process unfolded I sought to discover more about classroom events as lived experiences for teacher and students. The methodology involved dialogue with self in constructing narratives around the insights gained from written reflections, as well as dialogue with others within an established community of inquiry for guided reflection. Through this process, it was hoped that the insights developed would inform practice and transform experience. The study highlighted some of the emotional aspects of the experiences of teaching and learning, and considered the importance of a teacher focusing on subjective response in order to gain awareness of self in practice. The process also revealed some uncomfortable hidden aspects of experience, an awareness of which was considered important in developing more effective and ethical practice. The study identified the value for teacher and students in gaining an understanding of how individuals within a classroom event interact, and for considering how this might affect learning and teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Principals; Instructional Leadership; Career Readiness; Academic Standards; Teachers; Administrator Attitudes; Teacher Attitudes; Administrator Responsibility; Teacher Responsibility; College Readiness; Teaching (Occupation); Job Satisfaction; Academic Achievement; Teacher Surveys; Interviews; Administrator Role; Public Schools; Teacher Effectiveness; Teacher Evaluation; Elementary Secondary Education; Questionnaires; School Culture; Accountability

Abstract:
"The MetLife Survey of the American Teacher: Challenges for School Leadership" (2012) was conducted by Harris Interactive and is the twenty-ninth in a series sponsored annually by MetLife since 1984 to give voice to those closest to the classroom. This report examines the views of teachers and principals on the responsibilities and challenges facing school leaders, including the changing roles of principals and teachers, budget and resources, professional satisfaction, and implementation of the Common Core State Standards for college and career readiness. This research combined both quantitative and qualitative methods to gain a clear picture of attitudes and perceptions among teachers and principals. Major findings include: (1) Principals take responsibility for leadership of their schools; (2) The job of principal is becoming more complex and stressful; (3) Teachers take leadership in schools and think principals are doing a good job; (4) The biggest challenges leaders face are beyond the capacity of schools alone to address; (5) Principals and teachers have similar views on academic challenges, but diverge somewhat on their priorities for leadership; (6) Teacher satisfaction continues to decline; (7) Challenges cited by educators are greater in high-needs schools; and (8) Educators are confident about implementing the Common Core, less so about its potential for increasing student success. Appended are: (1) Methodology; and (2) Questionnaires. (Contains 39 figures and 27 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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