“If You’re Not at the Table, You’re on the Menu”: Learning to Participate in Policy Advocacy as a Teacher Educator

2021 ◽  
pp. 1-17
Author(s):  
Elena Aydarova ◽  
James Rigney ◽  
Nancy Fichtman Dana
Keyword(s):  
Teacher Educator ◽  
Policy Advocacy

An Interview with Associate Professor Margaret Plunkett

2020 ◽  
pp. 47-53
Keyword(s):  
Primary Education ◽  
Gifted Education ◽  
Teacher Educator ◽  
Associate Professor ◽  
Professional Experience ◽  
Teaching Excellence ◽  
Learning And Teaching ◽  
National Office ◽  
Vice Chancellors

Associate Professor Margaret Plunkett, Federation University, Australia, has over 30 years' experience in education. She currently coordinates and lectures in a range of courses and programs in both secondary and primary education, related to gifted education and professional experience. Margaret has won a number of awards for teaching excellence including the Monash Vice Chancellors Teaching Excellence Award (Special Commendation, 2010); the Pearson/ATEA Teacher Educator of the Year Award (2012); and a National Office of Learning of Learning and Teaching (OLT) Citation in 2014.

Corruption Measurements: Caught Between Conceptualizing the Phenomenon and Promoting New Governance Agenda?

2021 ◽  
pp. 097226292098394
Author(s):  
Kannan Perumal
Keyword(s):  
Data Aggregation ◽  
Policy Advocacy ◽  
New Governance ◽  
Methodological Issues ◽  
Topic Evolution ◽  
Theoretical Perspectives ◽  
Control Framework ◽  
The Subject ◽  
Theoretical Issues ◽  
Insight Into

The work ‘Corruption Measurements: Caught Between Conceptualizing the Phenomenon and Promoting New Governance Agenda?’ is a qualitative study based on reviewing the literature available on the subject. It starts with the introduction that explains the evolution of the idea of measuring corruption, its relevance to governance and associated theoretical issues. The topic, ‘Evolution of Corruption Measurements’ gives an overview about different corruption indices. While the topic ‘Challenges to Corruption Measurements’ briefly introduces the challenges faced by corruption measurements, the topics ‘Conceptualizing Corruption’ and ‘Methodological Issues’ give insight into the contentions faced by corruption measurements from different theoretical perspectives. Also, explained in these sections are how the corruption measurements have conceptualized corruption over the period of three decades; and how do they keep evolving their methods in order to become more relevant in policy advocacy. Issues associated with data aggregation also are explained in-depth in this work. This work demonstrates that though continuous methodological evolution and empirical research have helped corruption measurements to improve their acceptance level, the gap that exist between corruption control framework and practice will remain a challenge to address in future if corruption measurements do not genuinely account the contextual realities.

Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Donita Shaw ◽  
Elena Andrei
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educator ◽  
The United States ◽  
Methods Course ◽  
Learning And Teaching ◽  
Analysis Methodology ◽  
Preparatory Program ◽  
Literacy Methods

AbstractBuilding upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.

scholarly journals Mind the gap: A tale of two curriculum fallacies

2021 ◽  
pp. 1-13
Author(s):  
Kathleen Graves
Keyword(s):  
Curriculum And Instruction ◽  
Teacher Educator ◽  
Professional Life ◽  
Curriculum Developer ◽  
Know How ◽  
The Us ◽  
Big Picture ◽  
Curricular Structure ◽  
The Relationship

Throughout my professional life, I have been interested in the relationship between teachers and curriculum. As someone who has taught languages, educated teachers, and developed curriculum and materials, I have been puzzled by the separation of curriculum and teaching. In the US, this separation is encapsulated in the phrase ‘curriculum and instruction’, where they are seen as separate domains of research and responsibility (Doyle, 1992; Kaplan & Owings, 2015). Indeed, as a teacher educator, I would often hear the refrain from teachers, ‘I know how to plan a good lesson, but I'm not sure what the big picture is. How do the lessons fit together as a whole?’ I interpreted this to mean that they did not have a sense of the overall curricular structure and aims for their students’ learning. As a materials and curriculum developer, I saw my responsibility as providing a map for teachers that would show how the parts added up to a sensible whole.

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