Finding Freedom in Dialectic Inquiry: New Teachers’ Responses to Silencing

2009 ◽  
Vol 111 (4) ◽  
pp. 1030-1064
Author(s):  
Deborah Bieler ◽  
Anne Burns Thomas
Keyword(s):  
Public Schools ◽  
Teacher Retention ◽  
Teacher Development ◽  
New Teachers ◽  
New Teacher ◽  
Theory And Practice ◽  
Development Programs ◽  
Close Analysis ◽  
Inquiry Stance ◽  
Reflective Practitioners

Background The need to support new teachers in urban public schools is well established, given current shortages and research that highlights serious issues with teacher retention. Debate continues about approaches to support for new teachers, including questions about the importance of developing an inquiry stance toward teaching. As more teacher preparation and professional development programs adopt inquiry-based methods, the theory and practice of these approaches deserve close analysis. Examining the ways in which inquiry-based programs strengthen or constrain new teacher agency is an important step in understanding the relationship between teacher retention and the deprofessionalization of teaching. Focus of Study This article describes two groups of new teachers who experienced the inquiry-based programs of support in which they participated as silencing and uncritical. The authors argue that even in the best-intentioned programs, inquiry can become a fixed method in which the new teachers’ voice and agency are lost. In each study, the new teachers worked to reclaim voice and agency through dialectic inquiry, which the authors characterize as local, self-reflexive, and able to embrace the tensions that mark many teaching situations. Research Design This article draws on two year-long practitioner research studies conducted with new teachers who were participating in structures intended to support their development as critical, reflective practitioners. Recommendations Given the nature of teaching as a profession, the authors argue that dialectic inquiry can help new teachers develop important attributes of agency and critique. The authors advocate for inquiry-based teacher development programs that remain flexible and reflective and are able to support new teachers in a profession that can be silencing.

Teacher Fellows

2016 ◽  
pp. 281-294
Author(s):  
Barbara H. Davis ◽  
Terri Cearley-Key
Keyword(s):  
Public Schools ◽  
Data Collection ◽  
Teacher Retention ◽  
Student Learning ◽  
Teacher Development ◽  
Quantitative Data ◽  
The Past ◽  
The University ◽  
Collection Methods ◽  
Over Time

This chapter describes the Teacher Fellows Program. This program is a school/university partnership that has provided comprehensive mentoring and induction support to more than 400 teachers over the past 20 years. The program is grounded in social-constructivist, cognitive-developmental and teacher development theories. Both qualitative and quantitative data collection methods have been used to determine the program's effectiveness over time. Results from analyses of the data indicate the program (a) improves teacher retention, (b) increases teacher effectiveness, (c) fosters collaboration between the university and public schools, and (d) impacts student learning.

scholarly journals Reflexiones sobre la idea de comunicatividad para la clase de español como lengua extranjera en Noruega

2022 ◽  
Vol 9 (2) ◽  
pp. 108-125
Author(s):  
Xavier Llovet Vilá
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Curriculum Reform ◽  
Language Teaching ◽  
Compulsory Education ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
Strong Impact ◽  
Development Programs ◽  
Language Teacher

This article is to be conceived as a reflection on communicative oriented foreign language teaching in Norwegian compulsory education. More specifically, the objective is to succinctly examine some key aspects in the implementation of a communicative approach in the Spanish as a foreign language classroom. Based on existing research on foreign language teaching in Norway, it can be affirmed that despite the communicative paradigm initiated half a century ago, the implementation of communicative oriented practices in lower secondary school is limited. This is due, among many other factors, to the strong impact that language teacher schooling beliefs exert on teaching practices over the theoretical principles upon which the curricular reform is based (Kunnskapsløftet-K06). Thus, the success of the recent curricular renovation (Fagfornyelsen-K20) lies in part on how language teacher development programs, both pre-service and in-service, convey the communicative oriented teaching principles to engage teachers in a critical reflexive process of cognition articulation. This reflection examines these principles and suggests an eventual approach for teacher development programs to facilitate the challenge that students face when establishing connections between theory and practice and the articulation of their cognitions. Keywords: teacher cognition, Spanish as a foreign language, curriculum reform, teacher development, communicative language teaching. RESUMEN Este artículo se concibe como una reflexión acerca de la idea central de comunicatividad en la enseñanza de lenguas extranjeras en la educación reglada noruega. Más concretamente, el objetivo es examinar sucintamente los aspectos clave en la implementación de un enfoque comunicativo en la clase de español como lengua extranjera (ELE). Desde la conjunta investigación en didáctica de lenguas extranjeras en Noruega, se constata que cinco décadas después del inicio del paradigma comunicativo, la enseñanza de lenguas en la escuela secundaria noruega muestra una limitada orientación comunicativa. Uno de los factores que explican este fenómeno es la fuerte influencia que ejercen las creencias de los profesores originadas en su periodo de escolarización por encima de los principios teóricos sobre los que se sustenta la reforma educativa vigente (Kunnskapsløftet-K06). El éxito de la nueva renovación educativa (Fagfornyelsen-K20) radica parcialmente en cómo los programas de desarrollo docente, tanto de manera inicial como continua, vehiculan los principios de la enseñanza comunicativa para que los profesores participen en procesos de reflexión crítica en la articulación de sus creencias. Esta reflexión examina estos principios y sugiere un eventual acercamiento en los programas de formación que facilite el reto al que se enfrentan los estudiantes de relacionar conceptos teóricos con su implementación práctica y la articulación de sus creencias.

scholarly journals Perspectives on Inclusive Education: Need for Muslim Children’s Literature

Religions ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 450
Author(s):  
Antum A. Panjwani
Keyword(s):  
Public Schools ◽  
Children's Literature ◽  
Teacher Development ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Development Programs ◽  
Muslim Students ◽  
Unique Position ◽  
Curricular Resources

Muslim students and communities in Western sociopolitical and educational contexts confront substantive challenges of racisms, Islamophobia, and under- and misrepresentations in media as well as in literature. Creating a robust repertoire of curricular resources for teaching and learning, teacher development programs, and schooling in general offers a promise of developing classroom practices, which in turn promotes an inclusive discourse that recognizes the unique position and presence of a Muslim child. The present article examines the prospects of developing such a curriculum called Muslim Children’s Literature for inclusive schooling and teacher development programs in the context of public education in Ontario, Canada. It is situated in the larger umbrella of creating specific theory and methodology for education that lend exposure to Muslim cultures and civilizations. Development of such a literature as curricular resources addresses the questions of Muslim identities through curriculum perceptions so as to initiate critical conversations around various educational challenges that the development and dissemination of Muslim curricular resources faces today. I make a case for developing Muslim Children’s Literature to combat the challenges of having limited repertoire to engage with Muslim students in public schools and teacher candidates in teacher development programs. With the description of the necessity of such a literature, this article outlines characteristics of the proposed genre of Muslim Children’s Literature, as well as the unique position of a Muslim child in the current educational scenarios. A brief peek into select fiction on Muslim themes available in English internationally that can be used as curricular resources at elementary and secondary level serves towards reinforcing the definition of Muslim Children’s Literature. Further, these offer a sample that may be promoted under the proposed genre of Muslim Children’s Literature.

Features of Preparation of Teachers of Higher School: Flexible Management Technologies

2020 ◽  
Author(s):  
А.Н. Лебедев ◽  
О.А. Бурукина
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teacher Development ◽  
Educational Programs ◽  
Development Programs ◽  
Modern Management ◽  
University Teachers ◽  
Flexible Management ◽  
Applied Knowledge ◽  
Modern Technologies

авторы рассматривают консерватизм вузовских образовательных программ в качестве одного из препятствий в подготовке потенциальных преподавателей университетов. Рассмотрены особенности подготовки педагогов высшей школы по направлениям социально-гуманитарного образования. Авторы презентуют результаты анкетирования магистрантов и аспирантов, свидетельствующие о дефиците прикладных знаний респондентов в области современных технологий, таких как Agile. Обоснованы предложения по интенсификации программ повышения квалификации преподавателей, насыщению образовательных программ вопросами применения современных технологий менеджмента. the authors consider the conservatism of university educational programs as one of the obstacles in the preparation of potential university teachers. The article discusses the features of training higher education teachers in the areas of social and humanitarian education. The authors present the results of a survey of undergraduates and graduate students, indicating a lack of applied knowledge of postgraduate and graduate students in the field of modern technologies such as Agile. The article substantiates the proposals on the intensification of teacher development programs, the saturation of educational programs with the application of modern management technologies.

scholarly journals Teacher education

2005 ◽  
Vol 38 (3) ◽  
pp. 147-150
Keyword(s):  
Action Research ◽  
The Netherlands ◽  
Teacher Development ◽  
Academic Writing ◽  
Professional Growth ◽  
Linguistic Diversity ◽  
Cultural Beliefs ◽  
Language Education ◽  
Theory And Practice ◽  
Teachers Attitudes

05–334Angelides, Panayiotis, Maria Evangelou & James Leigh (Intercollege, Cyprus), Implementing a collaborative model of action research for teacher development. Educational Action Research (Oxford, UK), 13.2 (2005), 275–290.05–335Brock, Cynthia, Lori Helman & Chitlada Patchen (U of Nevada, USA), Learning to conduct teacher research: exploring the development of mediated understandings. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 73–94.05–336Burdelski, Matthew (California U, USA; [email protected]), Close- and open-ended narratives of personal experience: weekly meetings among a supervisor and teaching assistants of a ‘Japanese language education practicum’. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 3–32.05–337Dooly, Melinda (U of Barcelona, Spain), How aware are they? Research into teachers' attitudes about linguistic diversity. Language Awareness (Clevedon, UK) 14.2/3 (2005), 97–112.05–338Ezer, Hanna (Levinsky College of Education, Tel-Aviv, Israel; [email protected]) & Tamar Sivan, ‘Good’ academic writing in Hebrew: the perceptions of pre-service teachers and their instructors. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 117–133.05–339Hayes, David (U of Birmingham, UK), Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.2 (2005), 169–194.05–340Korthagen, Fred (Utrecht U, the Netherlands) & Angelo Vasalos, Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 47–71.05–341Lynch, Brian (Portland State U, USA; [email protected]) & Peter Shaw, Portfolios, power, and ethics. TESOL Quarterly (Alexandria, VA, USA) 39.2, 263–298.05–342Roulston, Kathryn, Roy Legette, Monica DeLoach & Celeste Buckhalter Pittman (U of Georgia, USA), What is ‘research’ for teacher-researchers?Educational Action Research (Oxford, UK) 13.2 (2005), 169–190.05–343Santagata, Rossella (California U, USA; [email protected]), ‘Are you joking or are you sleeping?’: cultural beliefs and practices in Italian and U.S. teachers' mistake-handling strategies. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 141–164.05–344Waters, Alan (Lancaster U, UK; [email protected]), Ma. Luz. C. Vilcheseo, Managing innovation in language education: a course for ELT change agents. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 117–136.

In a World of Migration

2009 ◽  
Vol 1 (1) ◽  
pp. 71-92
Author(s):  
Elizabeth P. Quintero
Keyword(s):  
United States ◽  
Teacher Development ◽  
The United States ◽  
Colleges Of Education ◽  
Development Programs ◽  
Future Teachers ◽  
Host Countries ◽  
The World ◽  
Target Languages ◽  
Responsible Research

This article has evolved from teaching future teachers about literacy and language in multilingual contexts. The examples are taken from contexts in the United States with learners from around the world. Professionals in the classrooms, in the teacher development programs, and in schools and colleges of education have been doing responsible research for many years, and have learned much regarding the learning of multilingual people who represent a multitude of histories. In this article the focus is on rethinking literacy, languages (home languages and target languages of host countries), the connections between personal and communal history and learning texts, and how all of the above relate to the curriculum in various learning arenas.

scholarly journals Mentorship Program as A Productive Teacher Development Program at Sekolah Pelita Harapan in Indonesia

2020 ◽  
Vol 1 (3) ◽  
pp. 311-318
Author(s):  
Rosma Indriana Purba ◽  
Ratna Setyowati Putri ◽  
Donna Imelda
Keyword(s):  
Leadership Development ◽  
Teacher Development ◽  
Educational Leaders ◽  
Development Program ◽  
Mentoring Program ◽  
Development Programs ◽  
Mentorship Program ◽  
Self Reflection ◽  
Job Shadowing ◽  
Cost Efficient

A mentorship program is cost-efficient and effective ways to get employees engaged and empowered. The program enables developing talent and increases productivity across the organization. The executive team of Sekolah Pelita Harapan has grown a strong desire to help equipping educational leaders to be effective in their role as educators. It is founded on the belief that an excellent candidate having a background of experience in education and showing strong potential for further leadership development can benefit enormously through the opportunities that mentorship can offer. Through several models of teacher development programs, it was finally confirmed that the mentoring program was an excellent way to develop the teacher's performance. Keywords: mentoring, job shadowing, active application, dialogue, professional reading, self-reflection.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

The Philadelphian system: sovereignty, arms control, and balance of power in the American states-union, circa 1787–1861

1995 ◽  
Vol 49 (2) ◽  
pp. 191-228 ◽  
Author(s):  
Daniel H. Deudney
Keyword(s):  
International Relations ◽  
Political Theory ◽  
Balance Of Power ◽  
Theory And Practice ◽  
The European Union ◽  
American States ◽  
Close Analysis ◽  
Legitimate Violence ◽  
American Union ◽  
Real State

A rediscovery of the long-forgotten republican version of liberal political theory has arresting implications for the theory and practice of international relations. Republican liberalism has a theory of security that is superior to realism, because it addresses not only threats of war from other states but also the threat of despotism at home. In this view, a Hobson's choice between anarchy and hierarchy is not necessary because an intermediary structure, here dubbed “negarchy,” is also available. The American Union from 1787 until 1861 is a historical example. This Philadelphian system was not a real state since, for example, the union did not enjoy a monopoly of legitimate violence. Yet neither was it a state system, since the American states lacked sufficient autonomy. While it shared some features with the Westphalian system such as balance of power, it differed fundamentally. Its origins owed something to particular conditions of time and place, and the American Civil War ended this system. Yet close analysis indicates that it may have surprising relevance for the future of contemporary issues such as the European Union and nuclear governance.

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