Teacher Education Research

2017 ◽  
Author(s):  
Ian Menter
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Large Scale ◽  
The United States ◽  
Theory And Practice ◽  
Social Significance ◽  
The Relationship ◽  
Teacher Education Research

Although teacher education has been recognized as a key aspect of educational policy and practice, especially over the past few decades, the research undertaken to inform policy is in many respects inadequate. Drawing on reviews of such research as has been undertaken in Europe, the United States, Australasia as well as other parts of the world, we can identify the key questions for teacher education researchers. These include such topics as the relationship between theory and practice in professional learning, the significance of partnerships between schools and higher education institutions, the relationship between preservice teacher education and ongoing professional learning and the nature of the assessment of beginning teachers. Three approaches to teacher education research may be defined, and all of them are important in the quest for better understanding of the field. These three approaches are research in teacher education—mainly carried out by teacher education practitioners; research on teacher education—mainly carried out by education policy scholars; and research about teacher education—carried out by scholars in a range of disciplines and seeking to explore the wider social significance of teacher education. An exploration of each of these three approaches reveals that there is a serious dearth of large-scale and/or longitudinal studies that may be seen as genuinely independent and critical. This suggests that there is a large agenda for future teacher education research.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

Music Education and Some of Its Subfields: Thoughts about Future Priorities

2012 ◽  
pp. 614-620 ◽  
Author(s):  
Lucy Green
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Music Education ◽  
Theory And Practice ◽  
Music Teacher ◽  
Music Teacher Education ◽  
The Relationship

This article discusses some important issues in music education. Specifically, it identifies three substantial sub-fields under the umbrella of music education: education-in-music, music-education-research, and music-teacher-education. It considers some of the implications of dividing the field this particular way, especially with regards to the relationship between theory and practice within each sub-field.

scholarly journals Research capacity building in and on teacher education: developing practice and learning

2019 ◽  
Vol 13 (2) ◽  
pp. 114-129
Author(s):  
Jean Murray ◽  
Eline Vanassche
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Capacity Building ◽  
Professional Learning ◽  
Teacher Educators ◽  
Research Capacity ◽  
Research Network ◽  
Self Study ◽  
Research Initiatives ◽  
Teacher Education Research

Research is widely acknowledged as a key element of professional learning for intending and serving teachers, as well as for their teacher educators. And yet, despite this centrality, research in teacher education is often subjected to critique and contestation. Internationally, the quality of such research has been questioned, and there are on-going issues about when, how and why teacher educators and teachers (can) engage in research. Initiatives to build research capacity in teacher education thus remain of crucial importance. Here we focus on this issue, aiming to analyse how to strengthen the field of teacher education locally and internationally. We first set out a conceptual framework for considering capacity building, and then analyse three international examples of practice in teacher education research: the Norwegian Doctoral School (NAFOL); the use of self-study research in Belgium (Flanders); and the Teacher Education Research Network (TERN), a social practices initiative in England. The contextualised analysis of these local capacity-building initiatives exemplifies what factors influence their enactments and outcomes and, in so doing, also inform a more ‘glocal’ understanding of how to build research capacity in and on teacher education. From this follows our overall question: what can be learned from these cases about how to build research capacity in and on teacher education?

What Constitutes an “Opportunity to Learn” in Teacher Preparation?

2019 ◽  
Vol 71 (4) ◽  
pp. 434-448
Author(s):  
Julie Cohen ◽  
Rebekah Berlin
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Teacher Preparation ◽  
Opportunity To Learn ◽  
The United States ◽  
Individual Characteristics ◽  
Preparation Programs ◽  
Self Reports ◽  
Large Populations ◽  
Teacher Education Research

Teacher education research is in still in the process of developing a robust set of tools that can measure the key features of coursework and fieldwork. This article focuses on the design of measures of “opportunities to learn” (OTLs) in content method courses that can be used across large populations of candidates at diverse preparation programs. We draw on the survey and interview data from a broader, longitudinal study of teacher preparation across four programs in the United States ( n = 455 candidates). Variance decomposition suggests far greater within-program variation than between-program variation in reported OTL. More nuanced analyses at a single university indicate significant associations between individual characteristics and reports of OTL, suggesting that self-reports of OTL may tell us more about the candidates who complete a survey than the programs that prepare them. Discussion focuses on implications for teacher education research and next steps for studying OTL in methods coursework.

Especially for Special Educators

1976 ◽  
Vol 42 (5) ◽  
pp. 244-252 ◽  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Research ◽  
Special Educators ◽  
Exceptional Children ◽  
Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

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