The Reconstruction of Knowledge and Educational Studies

1986 ◽  
Vol 168 (2) ◽  
pp. 113-135 ◽  
Author(s):  
Landon E. Beyer
Keyword(s):  
Teacher Education ◽  
Educational Reform ◽  
Social Theory ◽  
Educational Theory ◽  
Social Contexts ◽  
Theory And Practice ◽  
Political Climate ◽  
Educational Studies

The current social and political climate presents the possibility of substantial reform in educational theory and practice. At the same time, continuing developments in epistemology and social theory are bringing into question some of our most basic and cherished assumptions about knowledge, certainty, and the legitimacy of social contexts within debates over claims to knowledge. These latter critiques offer the potential of wide-ranging transformations in education. This article explores these epistemological inquiries and their relevance for curriculum and teacher education, pointing out how it may be possible to take advantage of the current clamor for educational reform to revitalize both of these aspects of educational studies.

scholarly journals Michael Apple, Social Theory, Critical Transcendence, and the New Sociology: An Essay

in education ◽  
2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Douglas Brown
Keyword(s):  
Critical Pedagogy ◽  
Social Theory ◽  
Educational Theory ◽  
Curriculum Theory ◽  
Sociology Of Education ◽  
Theory And Practice ◽  
Social Critique ◽  
School Life ◽  
The Past ◽  
Profound Influence

Michael Apple has changed educational review and study significantly over the past 35 years.  He has written numerous books and articles, centering upon education and power, curriculum theory and research, cultural politics, critical pedagogy, as well as advancing the development of the democratic school.  Challenging social and political orthodoxy Michael Apple has altered the way scholars and educators approach schooling in North America, situating school life and schooling at the centre of educational theory and practice and, undeniable, social critique.  This essay reviews and appraises some of these changes.  It follows Michael Apple’s scholarship, acknowledging the theorists profound influence over educational theory and the critical process.Keywords: Critical Pedagogy; Michael Apple; Education; Resistance; New Sociology of Education

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.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

scholarly journals Teaching Future Teachers in the Subject of Pedagogy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Liv Gjems ◽  
Inge Vinje
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Curriculum ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Strong Connection ◽  
Qualified Teachers ◽  
Need Support ◽  
The Subject ◽  
Support Time

<p>In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.</p>

Fidelity in Teaching, Teacher Education, and Research for Teaching

1986 ◽  
Vol 56 (4) ◽  
pp. 496-511 ◽  
Author(s):  
Nel Noddings
Keyword(s):  
Teacher Education ◽  
Educational Reform ◽  
Educational Work ◽  
Nel Noddings ◽  
Ethic Of Caring ◽  
Teaching Learning

Viewing fidelity from the perspective of an ethic of caring, Nel Noddings explores how this virtue might be moved from the periphery to the center of educational work. She argues that such a reorientation would not undermine, but rather enhance, the quality and depth of teaching, learning, and research. She urges, further, that fidelity to persons be taken as the proper measure and guide for the implementation of educational reform.

The Missing Link's Missing Link

1997 ◽  
Vol 179 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Kevin Ryan
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Moral Development ◽  
Character Education ◽  
Educational Reform ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Missing Link ◽  
The Public ◽  
The Mind

If educational reform is to succeed, the twin goals of intellectual and moral development must be championed in every classroom in America. This paper calls not only for the restoration of character education in the public schools but also for the preparation of character educators—teachers ready to forge enduring habits of the heart and of the mind. It details the attributes of successful character educators and offers suggestions about ways in which teacher education programs can prepare teachers for their work as character educators.

scholarly journals REFLECTIONS ON PEDAGOGICAL PRACTICES DURING COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Ahmad Madkur ◽  
Abdullah Farih ◽  
Ahmad Ridho Rojab ◽  
Andini Linarsih ◽  
Beny Hamdani ◽  
...  
Keyword(s):  
English Language ◽  
Language Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Great Effort ◽  
English Language Education ◽  
Face To Face

This is a great effort to summarize bright ideas about educational theory and practice, especially English language education and teaching, during the COVID-19 pandemic. This anthology book will be very useful for teachers, lecturers, students, and education practitioners, especially language education, to gain experience that can be directly practiced in online, face-to-face classes, or a combination of online and faceto-face. Hopefully, this small effort that has great benefits can be continued by IELA (Indonesian English Lecturer Association) in particular and seminar organizers in general to produce important writings containing theoretical and practical ideas that are useful for the advancement of education, especially language education in Indonesia. By sharing this knowledge and experience, we can transfer these smart ideas to fellow teachers and lecturers, researchers, and practitioners to be able to solve some teaching problems with this solution.

scholarly journals ADVISING FUTURE TEACHERS IN AN ERA OF EDUCATIONAL REFORM

1987 ◽  
Vol 7 (1) ◽  
pp. 73-82
Author(s):  
Martha McMillian
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Educational Reform ◽  
Reform Movement ◽  
Teacher Education Programs ◽  
Academic Advisors ◽  
Future Teachers ◽  
Education Programs ◽  
The Status

Academic advisors and counselors of future teachers can have a great impact on the status of education and its reform by attracting top-notch students into the field and by providing encouragement to those who select teaching as their career. Consequently, advising in teacher education programs should elicit top priority in funding and rewards. In this article, several suggestions are outlined for teacher education advisors who wish to become leaders in the education reform movement and who are concerned about dealing more effectively with students entering the profession of teaching.

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