scholarly journals Artefacts and influence in curriculum policy enactment: Processes, products and policy work in curriculum reform

2020 ◽  
pp. 1356336X2094122
Author(s):  
Karen Lambert ◽  
Laura Alfrey ◽  
Justen O’Connor ◽  
Dawn Penney
Keyword(s):  
Curriculum Reform ◽  
Teacher Educators ◽  
Curriculum Policy ◽  
Australian Curriculum ◽  
Health And Physical Education ◽  
Policy Enactment ◽  
Integral Role ◽  
Policy Work ◽  
Relationship Of ◽  
The Relationship

Artefacts are an important part of policy work, and a means of representation, translation, re-negotiation, and resistance of policy. While research has established their integral role in policy enactment, little research has examined the production and/or dissemination of artefacts by teacher educators. This paper reports and analyses the production and re-production of a specific set of artefacts, arising from the policy work of four teacher educators seeking to influence the interpretation and enactment of the Australian Curriculum in Health and Physical Education (AC HPE). Analysis and discussion pursue: the rationale for producing a set of artefacts focusing on a particular feature of the AC HPE; the processes of artefact production; actions designed to activate and re-present the artefacts; and emerging evidence of uptake and impact. The relationship of artefacts to policy work is shown to be strategically significant for teacher educators, teachers and others invested in new curriculum developments, and is characterised as both fluid and generative. We argue that artefacts have important performative policy potential and play a key role in supporting and shaping curriculum policy enactment.

scholarly journals Seeking Pedagogical Places

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Andrew Foran ◽  
Margaret Olson
Keyword(s):  
Elementary Teacher ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Learning Experience ◽  
Social World ◽  
Educational Discourse ◽  
The Right ◽  
Relationship Of ◽  
The Relationship ◽  
Opening Up

In this paper, we explore the meaning of pedagogical place by focusing on significant relations between teachers, students, and the various places in which they appear to find pedagogical thoughtfulness. By opening up educational discourse to consider pedagogy beyond established notions of classroom practice, we invite readers to step outside perceived limits of classroom instruction. How might we know a pedagogical moment when we encounter one? When does a place become pedagogical? Formerly an outdoor educator of youth and an elementary teacher, now university teacher educators, we explore what it means to be in the right place, pedagogically. Some observations on pedagogical place that emerged after reflecting on the lived experiences of various teachers include: different places are appropriate for engaging in different kinds of pedagogical activities with students; activities can be experienced as in place or out-of-place; dwelling pedagogically is being absorbed, being able to dwell authentically in a learning experience without interruption or distraction; nature involves such areas as the natural ability and interests of the child, the relationship of the natural physical and social world, and the nature of learning.

The Relationship Between Transformational Leadership Characteristics and Multicultural Education Practices in Teacher Educators

2018 ◽  
pp. 1154-1170
Author(s):  
Cheresa Greene-Clemons
Keyword(s):  
Professional Development ◽  
Transformational Leadership ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Leadership Characteristics ◽  
Teacher Student ◽  
Research Findings ◽  
Relationship Of ◽  
The Relationship

This study focuses on the relationship of transformational leadership characteristics in teacher educators and their multicultural education practices as an avenue to prepare and produce more teachers for the increasingly diverse P-12 student population in the 21st century. The more transformational leadership characteristics teacher educators possess, the more multicultural education practices are carried out by them towards producing and transforming teachers to carry out the same characteristics and practices in their classroom. Examples in this study illustrate the importance of the relationship in the teacher educator/teacher-student cycle. Overall, the research findings support that there is a relationship between teacher educators' transformational leadership characteristics and multicultural education practices. Finally, this study highlights the need to provide professional development for teacher educators to enhance their transformational leadership characteristics as well as their multicultural education practices.

Teacher Educators’ Epistemological Beliefs and their Implications for Teacher Education

2020 ◽  
Vol 14 (4) ◽  
pp. 12-25
Author(s):  
Itbar Khan ◽  
◽  
Azhar Mahmood
Keyword(s):  
Teacher Education ◽  
Epistemological Beliefs ◽  
Teacher Educators ◽  
Female Teacher ◽  
Significant Difference ◽  
And Gender ◽  
The Stability ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship

Research has consistently shown that teachers’ epistemological beliefs have a significant impact on their teaching and teacher effectiveness in the teaching- learning process. This study investigated epistemological beliefs (EBs) of teacher educators in higher education institutions and teacher education institutes in Khyber Pakhtunkhwa (KP). The study aimed at identifying teacher-centered and learners’ centered EBs, examine the relationship of EBs and gender, find out the relationship of teachers’ qualification with the EBs of teacher education, and explore differences between the EBs of teacher educators of public universities and RITEs. Of the 212 teacher educators of the study population, the data were collected through stratified random sampling from 145 respondents. Epistemological beliefs questionnaire (EBQ) and a scale for demographics were used for gathering data from the research participants. Percentages, Mean, One way ANOVA and Pearson r was used for data analysis. Findings of the study show that a majority of the teacher educators believed that the structure of knowledge is simple, half of the teacher educators believed that knowledge is certain. Similarly, a majority of the teachers did not believe in authority as a source of knowledge and considered that the ability to learn is not innate. A majority of the respondents did not agree that learning is a quick process. There was no significant difference in the EBs of male and female teacher educators; there was no significant difference in the EBs of teachers from universities and RITES, except in the dimension of the stability of knowledge, wherein educators from RITEs have unsophisticated beliefs and there is no significant effect of experience on the epistemological beliefs of teacher educators.

The Relationship between Transformational Leadership Characteristics and Multicultural Education Practices in Teacher Educators

2016 ◽  
pp. 1603-1619
Author(s):  
Cheresa Greene-Clemons
Keyword(s):  
Professional Development ◽  
Transformational Leadership ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Leadership Characteristics ◽  
Teacher Student ◽  
Research Findings ◽  
Relationship Of ◽  
The Relationship

This study focuses on the relationship of transformational leadership characteristics in teacher educators and their multicultural education practices as an avenue to prepare and produce more teachers for the increasingly diverse P-12 student population in the 21st century. The more transformational leadership characteristics teacher educators possess, the more multicultural education practices are carried out by them towards producing and transforming teachers to carry out the same characteristics and practices in their classroom. Examples in this study illustrate the importance of the relationship in the teacher educator/teacher-student cycle. Overall, the research findings support that there is a relationship between teacher educators' transformational leadership characteristics and multicultural education practices. Finally, this study highlights the need to provide professional development for teacher educators to enhance their transformational leadership characteristics as well as their multicultural education practices.

scholarly journals Improving Working Conditions to Support Special Educators’ Effectiveness: A Call for Leadership

2020 ◽  
Vol 43 (1) ◽  
pp. 7-27
Author(s):  
Bonnie Billingsley ◽  
Elizabeth Bettini ◽  
Hannah Morris Mathews ◽  
James McLeskey
Keyword(s):  
Students With Disabilities ◽  
Working Conditions ◽  
Special Education Teachers ◽  
Teacher Educators ◽  
Educational Leaders ◽  
Research Literature ◽  
Professional Organizations ◽  
Early Experiences ◽  
Relationship Of ◽  
The Relationship

Special education teachers (SETs) are expected to use effective practices to improve outcomes for students with disabilities, yet even those who are well-prepared may not be effective in teaching these students, as problematic working conditions may limit their opportunities to teach effectively and their longevity in the profession. To complicate matters, the context of SETs’ work has changed, calling into question the nature of their roles in supporting student learning. The purpose of this article is to provide a broad overview of what is known about working conditions and to articulate how we might improve them. The authors identify key themes from the research literature about the relationship of SETs’ working conditions to their early experiences in schools and their burnout, attrition, and effectiveness. The authors then outline an action agenda focused on researching and leveraging the roles of varied stakeholders, teacher educators, educational leaders, and professional organizations to improve these conditions.

scholarly journals Informal sport and curriculum futures: An investigation of the knowledge, skills and understandings for participation and the possibilities for physical education

2020 ◽  
Vol 27 (1) ◽  
pp. 3-26
Author(s):  
Justen O’Connor ◽  
Dawn Penney
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Policy Makers ◽  
Ongoing Research ◽  
Australian Curriculum ◽  
Health And Physical Education ◽  
Documentary Analysis ◽  
Key Issues ◽  
Educational Perspective

Internationally, patterns of participation in sport are changing, with so-called ‘informal’ participation displacing club-based and other formally structured involvement in sport. This paper reports research that is investigating changing forms of participation from an educational perspective. It directs attention to what physical education can learn from informal sport and how physical education can align pedagogically with contemporary participation trends, to help grow and sustain young people’s engagement in sport beyond schools. The paper presents findings from two sequential elements of an ongoing research project. The first is a systematic review of literature pertaining to informal participation that examined the skills, knowledge and understanding central to participation that occurs outside of traditional sport structures. Findings from this review highlight that social skills, cultural understandings, and knowledge relating to environment, alongside movement skills, are important in enabling participants to become engaged in, and maintain their involvement in, informal participation. The second element of the research involved documentary analysis to examine the alignment of contemporary curricula, and specifically, the Australian Curriculum Health and Physical Education (AC HPE), with the learning identified as important for informal participation. Findings illustrate clear opportunities for the AC HPE to bring to the fore knowledge, skills and understandings that may extend young people’s engagement with informal participation through their lives. The discussion addresses key issues for policy makers, teachers and teacher educators to consider in the light of this research, if they are to leverage the opportunities for teaching and learning that informal sport presents.

scholarly journals The Relationship between EFL Teachers’ Critical Thinking and Use of Motivational Strategies

2017 ◽  
Vol 8 (2) ◽  
pp. 14
Author(s):  
Gholamreza Parsi
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Rank Order ◽  
Motivational Strategies ◽  
Efl Teachers ◽  
Training Courses ◽  
Language Schools ◽  
Relationship Of ◽  
The Relationship

The present study was conducted to investigate the relationship between EFL teachers’ critical thinking and use of motivational strategies. The participants of this study were 101 EFL teachers. These teachers were both male and female between 21 to 36 years old, and they taught intermediate and advanced levels and varied in their experience from 3 to 17 years. They were chosen randomly from private language schools in Mashhad and two questionnaires were given to them: A questionnaire to evaluate the use of motivational strategies (Cheng and Dornyei, 2007) and another questionnaire to estimate their critical thinking (Honey, 2000).To fulfill the objective of the study, a Spearman Rank Order Correlational analysis was conducted to investigate any significant relationship between the two variables. The results showed that there is no correlation between critical thinking and motivational strategies. This result may help teacher educators to consider the relationship of critical thinking and teachers’ use of motivational strategies as an integral part of the teaching and learning process in teacher training courses. 

Understanding coronary arterial anatomy in the congenitally malformed heart

2012 ◽  
Vol 22 (6) ◽  
pp. 647-654 ◽  
Author(s):  
Robert H. Anderson ◽  
Ing-Sh Chiu ◽  
Diane E. Spicer ◽  
Anthony J. Hlavacek
Keyword(s):  
Coronary Arteries ◽  
Aortic Root ◽  
Three Dimensional ◽  
Resonance Imaging ◽  
Common Arterial Trunk ◽  
Arterial Trunk ◽  
Integral Role ◽  
Relationship Of ◽  
The Relationship ◽  
Arterial Anatomy

AbstractWith the development of three-dimensional techniques for imaging, such as computed tomography and magnetic resonance imaging, it is now possible to demonstrate the precise sinusal origin and epicardial course of the coronary arteries with just as much accuracy as can be achieved by the morphologist holding the heart in his or her hands. At present, however, there is no universally accepted convention for categorising the various patterns found when the heart is congenitally malformed. In this review, we show how, to provide such a convention, it is necessary to take note not only of the sinusal origin of the three major coronary arteries, but also the relationship of the aortic root relative to the cardiac base. We summarise the evidence showing how the proximal portions of the developing coronary arteries grow into the aortic valvar sinuses subsequent to the separation of the aortic root from the subpulmonary infundibulum. We also discuss the evidence showing that the subpulmonary myocardium is impervious to the passage of epicardial coronary arteries, and suggest that the process of septation itself plays an integral role in guiding the arteries into the two aortic sinuses that are adjacent to the pulmonary root. We then show how marriage of convenience between the epicardial coronary arteries and the aortic valvar sinuses provides a good explanation for the known variations found in the setting of transposition. We point out that it is the absence of septation that likely governs the patterns seen in the setting of a common arterial trunk.

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