Philosophy of Jiddu Krishnamurti in the Educational Practice of the Multigrade–Multilevel Methodology

2018 ◽  
pp. 274-300
Author(s):  
Thomas Müller
Keyword(s):  
Teacher Education ◽  
Small Schools ◽  
Educational Practice ◽  
Satellite Schools

Very close to his death, Krishnamurti made sure that ‘The Rishi Valley School’ starts with small schools in the surrounding remote villages. The so-called Satellite Schools exist now for more than 30 years and have inspired thousands of schools worldwide by their MultiGradeMultiLevel-Methodology. More than the methodology it seems to be the attitude of the teachers that bring children as well as themselves ‘in the driver’s seat’ and realize therefore schools that run without fear—an aim Krishnamurti always focussed on. The contribution briefly introduces the educational ideas of Jiddu Krishnamurti’s philosophy and shows how they can be identified in the MultiGradeMultiLevel-Methodology and its ideas of teacher education.

Exploratory Practice in Continuing Professional Development

2017 ◽  
pp. 61-85 ◽  
Author(s):  
Ines K. Miller ◽  
Maria Isabel A. Cunha
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Development ◽  
Continuing Professional Development ◽  
Educational Practice ◽  
Language Teacher ◽  
Public And Private ◽  
Professional Activities ◽  
Recent Trends

This chapter is constructed as a reflective professional narrative coming from the context of public and private continuing professional development in Rio de Janeiro, Brazil. The authors start the text by making explicit their involvement and alignment with the rationale of Exploratory Practice, within the broader horizon of language Teacher Development (Allwright, 2001). The text establishes a theoretical dialogue with Reflective Practice, Action Research and Exploratory Action Research, considering them as recent trends in teacher education and other possible modes of Practitioner Research (Allwright & Hanks, 2009). The authors expand on Exploratory Practice as a paradigm that foregrounds inclusivity, ethics and criticality. Examples of Potentially Exploitable Pedagogic/Professional Activities (PEPAs) and Potentially Exploitable Reflexive Activities (PERAs) will be shared by showing that they result from integrating the ‘work for understanding' with regular pedagogic activities or broader educational practice.

scholarly journals Certainties and Censure: Teacher Education in a Changing Terrain

2005 ◽  
Vol 3 (2) ◽  
pp. 212-222
Author(s):  
Janet Mansfield
Keyword(s):  
Teacher Education ◽  
Knowledge Society ◽  
Educational Practice ◽  
Global Knowledge ◽  
Policy And Practice ◽  
Political Ideologies ◽  
Curricular Practices ◽  
Educational Processes ◽  
Critical Approaches ◽  
Teacher Education Pedagogy

Economic and cultural globalisation has resulted in particular political ideologies in policy and practice that have created a certain essentialism – a tightened modernist ‘will to certainty’ – which is reinscribed in curricular practices in New Zealand teacher education. At a time when the naming and framing of educational practice in terms of the ‘knowledge society’, the ‘learning society’ and the effects of such discourses on experience needs to be revealed in teacher education – when the relations between political ideologies and their inscription in policy and practice need to be exposed – critical approaches that might threaten global knowledge truth claims exposing the non-neutrality of educational processes have been diminished. A limited selection of ‘worthwhile’ knowledge, which has its genesis in classroom instruction, is involved in censure and a politics of censure opened here for analysis, and thus preconditions practice in the changing educational terrain of the teaching subject. What is questioned here is the related essentialism of the dominant discourses of teacher education (pedagogy, assessment and evaluation, psychology and learning theory), based as these discourses are on the human subject. Drawing distinctions between ‘education’ and ‘pedagogy’, it is suggested that a continuing ‘education’ in the broadest sense of the word rather than mere ‘pedagogy’ is necessary for teachers to be named ‘educated’ professionals.

Professional development lost in translation? ‘Organising themes’ in Danish teacher education and how it influences student-teachers’ stories in professional learning communities

2019 ◽  
Vol 14 (3) ◽  
pp. 357-375
Author(s):  
Kari Kragh Blume Dahl
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Teachers ◽  
Professional Learning ◽  
Situated Learning ◽  
Educational Practice ◽  
Everyday Practices ◽  
Teacher Education Institutions

Retaining the quality of teachers and improving teacher education and professional development through professional learning communities (PLCs) has long been on the policy agenda of, among others, the United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Co-operation and Development (OECD), and the Framework for 21st Century Skills. This study explores and compares student-teachers’ use of PLCs in Danish teacher education institutions and how PLCs are shaped by institutional, organising themes. An ‘organising theme’ is conceptualised as a fundamental ‘idea’ of how – for instance institutional – everyday practices become organised; exploring how institutional organising themes are translated into educational practice in students’ PLCs makes it possible to understand how local moral worlds in teacher education institutions shape students’ communal work and professional development. Drawing on situated learning, social anthropology of institutions and the literature about PLCs, the professional narratives of three Danish student-teachers are compared. The findings suggest that professional development in PLCs takes place in the intersection between personal stories, situated learning in PLCs and institutional themes.

scholarly journals The (un)presence of emotions in teacher education. A critical analysis of the academic curriculum discourse in Poland

2021 ◽  
Vol 35 (2) ◽  
Author(s):  
Renata Góralska ◽  
Małgorzata Kosiorek
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Discourse Analysis ◽  
Theoretical Perspective ◽  
Educational Practice ◽  
Research Problem ◽  
Academic Education ◽  
Research Perspectives

Emotions are an important aspect of teachers’ professional work, and therefore, developing their emotional competences is an important element of teacher training. The aim of the article is to answer the question whether, in the process of preparing teachers to perform their professional role, attention is paid to issues related to the emotions. The theoretical perspective of our research is provided by the socio-constructivist concepts of emotions and emotional competences. We refer primarily to the theories of Steven Gordon and Carolyn Saarni. The research problem focuses on the question: how are the emotional competences of teachers constructed/presented in the academic education curriculum in Poland? We searched for an answer to the problem by means of critical discourse analysis (CDA), which is one of the most useful research perspectives for studying the relationship between socio-cultural and discursive changes. The source of discursive data is the document that constitutes the legal basis regulating the teacher education process in Poland, i.e. Regulation of the Minister of Science and Higher Education. Our research revealed that in Polish academic education there is a technical-instrumental discourse in force, which is related to the traditional model of teacher training. This has a decisive impact on both the structure of the teacher training curriculum in Poland and the marginal importance of the role of emotions in teachers’ work. The performed analysis may contribute to the improvement of educational practice and, consequently, to the improvement of the quality of academic education.

Teacher Education and Refugee Students

2019 ◽  
Author(s):  
Kevin Roxas ◽  
Ramona Fruja
Keyword(s):  
Teacher Education ◽  
Educational Practice ◽  
Identity Work ◽  
Children And Youth ◽  
Refugee Children ◽  
Effective Practices ◽  
Refugee Students ◽  
Refugee Youth ◽  
School Structures ◽  
Practice Teacher

Refugee children and youth encounter challenges in the process of resettlement and as they transition to schools. Their needs and specific situations have to be considered both structurally and at individual levels, and their narratives of transition should not be oversimplified, with resettlement as the end point of challenges. Backgrounding these considerations, teachers can be prepared to understand the vast scope of refugee students’ adaptive experience and its impact on educational practice. Teacher education that is attuned to these needs can be informed by several anchoring principles: recognizing the complex educational and sociocultural challenges refugee students face in schools; actively engaging with both conceptualizing and enacting effective practices within and against public school structures; and participating in ongoing reflection and reconceptualization of the tensions that arise in academic and identity work with refugee youth.

scholarly journals Practice Teaching to Teaching Practice: An Autoethnography of Early Autonomy and Relatedness in New Teachers

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402093387
Author(s):  
Eleftherios K. Soleas ◽  
Mary A. Code
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
New Teachers ◽  
Teaching Practice ◽  
Educational Practice ◽  
Self Determination Theory ◽  
Teacher Education Programs ◽  
The Novel ◽  
Practice Teaching ◽  
Difficult Transition

The first steps that new teachers take in their classrooms lead them down a path that presents many challenges, and these challenges are the reason that beginning teachers are a vulnerable population in the context of educational practitioners. This autoethnography examines two new teachers as they transition from their teacher education programs to teaching in the classroom. This research frames their experiences using the perspective of self-determination theory to characterize the psychological nature of beginning teachers’ challenges as they transition into a community of educational practice. Participants reported how they perceived feeling ill-prepared for the realities of classrooms and provide ideas on what desired changes in teacher education might look like. The novel contribution of this study highlights intervention sites for alleviating the unique vulnerability of the newest teachers as they make a difficult transition from practice teaching to teaching practice.

Contested territories

2016 ◽  
Vol 15 (1) ◽  
pp. 55-73 ◽  
Author(s):  
Kerry-Ann O’Sullivan
Keyword(s):  
Teacher Education ◽  
Government Regulation ◽  
National Curriculum ◽  
Educational Practice ◽  
Literacy Skills ◽  
Initial Teacher Education ◽  
Content Type ◽  
Factors Affecting ◽  
Teaching Standards ◽  
Professional Aspirations

Purpose Increasing government regulation of educational practice with public accountability through a national curriculum and external testing, the establishment of professional teaching standards and associated teacher accreditation requirements are strong forces in contemporary Australian education. This paper aims to identify and examine some of the current governmental policies and the associated institutionalised requirements for initial teacher education within this particular context. Design/methodology/approach It focuses particularly on preservice English teachers, and in addressing these issues, there is an exploration of the contested territory of the subject English, the key factors affecting initial teacher education students and the effects of professional standards on educators. Findings It is argued that there is a need for a much broader vision of educational purpose, a richer construction of subject English than is defined by the testing of traditional literacy skills and productivity outcomes, with a greater empowerment of teachers whose achievements are increasingly limited by narrow accountability measures. Originality/value Formal accreditation demands appear to constrain the various multimodal practices and creative, collaborative pedagogies that enhance educational experiences in the twenty-first century. The challenge ahead for educators is to find a balance between the contemporary pressures of a global society, external expectations, professional aspirations and personal values.

scholarly journals Supporting Scholarly Thinking in a Nordic Teacher Education Webinar Practice

2019 ◽  
Vol 16 (2) ◽  
pp. 71-85
Author(s):  
Linda Reneland-Forsman ◽  
◽  
Maria Magnusson ◽  
Keyword(s):  
Teacher Education ◽  
Professional Training ◽  
Educational Practice ◽  
Academic Discourse ◽  
Variation Theory ◽  
Student Reasoning ◽  
The Status ◽  
Communicative Actions ◽  
Critical Aspects

With this study we have a twofold aim. Firstly, to develop a model for identifying and analyzing the status of students' scholarly thinking, and secondly to design and evaluate an educational practice with the aim of supporting these skills. A series of webinars connected researchers and students from Finland, Norway and Sweden and gave the students access to an authentic Network of researchers, otherwise not accessible to them. The webinars were recorded and an analysis, inspired by variation theory, were conducted in order to identify signs of scholarly thinking in student reasoning when discussing students' final thesis. Findings were then used to construct a model for identifying variations of scholarly thinking as qualities of scholarly discernment, identified in students’ communicative actions. Two critical aspects for stimulating scholarly thinking during webinars emerged from data. First the diversity of language and knowledge and secondly, a more informal framing. A carefully staged webinar using these two critical aspects, offers a socialization of students in professional training, to an academic discourse where the production and evaluation of knowledge is part of students’ identity and constantly debated.

scholarly journals Skjønn som profesjonell kompetanse hos lærerstudenter

2020 ◽  
pp. 119-135
Author(s):  
Anders Aasgaard Madsen ◽  
Truls Nilsen Tangen ◽  
Audhild Løhre
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Focus Group ◽  
Educational Practice ◽  
Practical Implementation ◽  
Theoretical Knowledge ◽  
Focus Group Interviews ◽  
Ethical Problems ◽  
System A ◽  
Group Interviews

Research into teacher education emphasizes theoretical knowledge, reflection and critical thinking. However, many preservice teachers measure the value of theoretical knowledge by its potential for practical implementation, orienting themselves towards a more technical professional practice. This is consistent with a growing instrumental tendency within the educational system, a development which is worrying. This article focuses on those skills which preservice teachers in their final year anticipate will be important when they enter the profession. It is based on focus group interviews, and the participants’ discourse suggested good judgement to be an important skill. During educational practice, the preservice teachers must make decisions in situations where the solutions are not clear. The findings show that theoretical knowledge is the foundation for the judgment necessary to solve ethical problems. The school guidelines express contradictory expectations of teachers, such as those related to pupils’ measurable results. The preservice teachers’ conversations reflect a dilemma between expectation and opportunity within these guidelines, where the teachers’ judgement becomes a means of clearing the way for children’s learning and formation. As a foundation for our analysis, we use theory on judgement, as well as Aristotle’s conceptualisation of knowledge.

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