Knowledge and Teaching:Foundations of the New Reform

1987 ◽  
Vol 57 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Lee Shulman
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Educational Reform ◽  
Special Issue ◽  
Pedagogical Reasoning ◽  
The Past ◽  
Teaching Reform ◽  
Growing Body ◽  
Current Reform ◽  
Research And Policy

Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching?In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated. This article was selected for the November 1986 special issue on "Teachers, Teaching,and Teacher Education," but appears here because of the exigencies of publishing.

Introduction to Special Issue: The Legacy of Columbine—Implications for Policy After 20 Years

2019 ◽  
Vol 35 (3) ◽  
pp. 268-273
Author(s):  
Lynn A. Addington ◽  
Glenn W. Muschert
Keyword(s):  
School Violence ◽  
Future Research ◽  
Special Issue ◽  
Mass Shootings ◽  
Policy Issues ◽  
The Past ◽  
Area Of Interest ◽  
Columbine High School ◽  
Twentieth Anniversary ◽  
Research And Policy

This introduction provides an overview to the special issue, which marks the twentieth anniversary of the shootings at Columbine High School by considering the effect on policy addressing school violence and mass shootings. We asked each of the contributors to consider changes in their area of interest over the past two decades as well as future research and policy issues. The resulting five contributions take various forms: three are traditional scholarly articles, one is a personal commentary, and one is an afterword that combines a scholarly format with professional reflection. In our introduction, we summarize each one. As each article identifies the need for continued work in this area, and we conclude by providing a few examples of this research.

scholarly journals The Knowledge Base for Language Teacher Education Revisited: A Review

2017 ◽  
Vol 4 (2) ◽  
pp. 27 ◽  
Author(s):  
Charles Ochieng' Ong'ondo
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
English Language ◽  
Review Literature ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Conceptual Foundation ◽  
Second Language Teaching ◽  
Language Teacher ◽  
Pedagogical Reasoning

The debate on the knowledge base for teacher education (TE) in general and language teacher education in particularhas been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issueof the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to considerpedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogicalreasoning is the need for language teachers to understand the relationships between principles and procedures oflanguage teaching. While this paper focuses on English language, I believe that the issues raised are relevant to anyother second language teaching contexts since the concept of pedagogical reasoning as a basis of the knowledge basefor LTE is not limited to English Language (EL) Contexts.

scholarly journals The Knowledge Nexus in Teacher Qualification

2020 ◽  
Vol 4 (3-4) ◽  
pp. 157-177
Author(s):  
Harald Jarning
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Knowledge Base ◽  
Dual Process ◽  
The Past ◽  
Teacher Qualification ◽  
Academic Drift ◽  
Hybrid Knowledge ◽  
Knowledge Dynamics ◽  
Teacher Education Faculty

Research in teacher education institutions has undergone a rapid dual process of expansion and differentiation over the past decades. A major effort in this article is to register and discuss key institutional and intellectual changes in education research linked to the case of Norway. This overview gives a background for discussion of the impacts from the growing research in teacher education units regarding the knowledge dynamics in general teacher education. In the wake of the less segmented research policies of the last quarter of a century, emphasis on direct contributions of research to the qualification of teachers has become a highly visible issue. I will argue that with the concurrent expansion and diversification of education research, it has become vital to understand how the internal hybrid knowledge dynamics can support the quest for greater coherence in the qualification and professional repertoire of new teachers. Simultaneously, awareness of how research-driven knowledge specialisation can increase academic drift, fragmentation and professional disorientation in teacher education programmes is needed. In the mapping of research trajectories in the field of general teacher education, the contrasts between epistemic patterns in the didactic phase of secondary disciplinarisation are compared to the educational phase. Awareness across teacher education faculty of such research-driven changes can support receptivity towards disciplinary as well as cross-disciplinary challenges and of scholarly care for a more thorough and balanced professional knowledge base. Such common professional orientations can also support the cultivation of interchanges between research, teaching and innovation, and within and across arenas and disciplines contributing to the qualification of good teachers.

scholarly journals Formação de professores no contexto da cibercultura

2018 ◽  
Vol 11 (4) ◽  
pp. 533
Author(s):  
Francisco Sousa ◽  
Marcio Da Costa Berbat ◽  
Victor F. A. Barros
Keyword(s):  
Teacher Education ◽  
Social Perceptions ◽  
Special Issue ◽  
Double Blind ◽  
Blind Review ◽  
The Past ◽  
Contemporary Issue ◽  
Educational Networks ◽  
New Ideas ◽  
Brazilian Journal

This special issue of BRAJETS – Brazilian Journal of Education, Technology and Society – is focused on the topic “Teacher education in the context of cyberculture”. The articles were written by researchers who have faced the challenge of reflecting on education and technology in various settings of teacher education. Such reflection has taken a variety of social perceptions on knowledge construction into consideration. As many procedures become automatic and connections between people become widespread, BRAJETS, through the publication of this special issue, addresses a contemporary issue: the potential of cyberculture for tranforming education and teacher edcuation. In order to assure quality and representativeness of the articles published in this journal, we subject them to a double-blind review. The reviewers are highly experienced researchers who have been extremely active in their fields of expertise. This special issue includes six texts whose authors disscuss teacher education in the context of cyberculture, through various approaches and interpretations, considering the diversity of contexts that have been studied. The findings from the studies presented in this issue might help readers become more familiar with different ways of using ICT in educational networks. Achievements and obstacles are identified and discussed under the assumption that educational change prompted by cyberculture seems inevitable, even if it does not break continuity with the past. We hope readers enjoy this issue of BRAJETS and use it as a source of new ideas for research and practice

Equality Is Excellence: Transforming Teacher Education and the Learning Process

1986 ◽  
Vol 56 (4) ◽  
pp. 406-427 ◽  
Author(s):  
Ira Shor
Keyword(s):  
Teacher Education ◽  
Educational Reform ◽  
School Policy ◽  
Change Agency ◽  
Student Centered ◽  
Quality Of Teaching ◽  
Close Observation ◽  
Current Reform ◽  
The 1960S

Ira Shor suggests that conservative economic and school policy is responsible for a decline in the quality of teaching since the 1960s. He bases his analysis on a close observation of the current reform wave which, he points out, too often focuses only on student and teacher"mediocrity" and on the need for higher standards of "excellence." While refuting the conservative perspective, Shor proposes that the liberal critique needs to further infuse educational reform with an egalitarian overview and with the notion of change-agency. He suggests that teacher education must be critical, multicultural, student-centered, oriented toward equality, and desocializing, if it is to prepare teachers who can inspire students.

scholarly journals INTRODUCTION TO THE SPECIAL ISSUE ON ONLINE LEARNING IN K–12 SCHOOLS AND TEACHER EDUCATION

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Anthony G. Picciano
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Learning ◽  
Special Edition ◽  
Special Issue ◽  
Hunter College ◽  
The Past ◽  
Sloan Foundation ◽  
K 12

In 2006–2007, the Alfred P. Sloan Foundation awarded a grant to the Sloan Consortium and Hunter College to conduct a survey of online learning in K–12 schools. For more than a decade, the Foundation had been most generous in awarding grants for online learning that focused on higher education, however, this was the first award directed specifically to the K–12 environments. The timing of this grant coincided with the growing perception of the importance and use of online learning in K–12 schools. During the past several years, the editors of JALN also noticed an increase in article submissions related to teacher education. As a result, a decision was made to publish a special edition of JALN focusing on online learning in K–12 schools and teacher education.

EDITORIAL: Migration and competitiveness: Japan and the United States

2013 ◽  
Vol 10 (2) ◽  
pp. 115-124
Author(s):  
Philip L. Martin
Keyword(s):  
United States ◽  
The United States ◽  
Variable Cost ◽  
Fixed Cost ◽  
Special Issue ◽  
Science And Engineering ◽  
The Past ◽  
Past Half Century ◽  
Key Sectors ◽  
Past Half

Japan and the United States, the world’s largest economies for most of the past half century, have very different immigration policies. Japan is the G7 economy most closed to immigrants, while the United States is the large economy most open to immigrants. Both Japan and the United States are debating how immigrants are and can con-tribute to the competitiveness of their economies in the 21st centuries. The papers in this special issue review the employment of and impacts of immigrants in some of the key sectors of the Japanese and US economies, including agriculture, health care, science and engineering, and construction and manufacturing. For example, in Japanese agriculture migrant trainees are a fixed cost to farmers during the three years they are in Japan, while US farmers who hire mostly unauthorized migrants hire and lay off workers as needed, making labour a variable cost.

Five Years and Count(er)ing: Memoir after Memoir

CounterText ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 26-32
Author(s):  
Norbert Bugeja
Keyword(s):  
Guest Editor ◽  
Arab Countries ◽  
National Museum ◽  
Terror Attack ◽  
Special Issue ◽  
The Past ◽  
Personal Perspectives ◽  
The Moment ◽  
Ongoing Project

In this retrospective piece, the Guest Editor of the first number of CounterText (a special issue titled Postcolonial Springs) looks back at the past five years from various scholarly and personal perspectives. He places particular focus on an event that took place mid-way between the 2011 uprisings across a number of Arab countries and the moment of writing: the March 2015 terror attack on the Bardo National Museum in Tunis, which killed twenty-two people and had a profound effect on Tunisian popular consciousness and that of the post-2011 Arab nations. In this context, the author argues for a renewed perspective on memoir as at once a memorial practice and a political gesture in writing, one that exceeds concerns of genre and form to encompass an ongoing project of political re-cognition following events that continue to remap the agenda for the region. The piece makes a brief final pitch for Europe's need to re-cognise, within those modes of ‘articulacy-in-difficulty’ active on its southern borders, specific answers to its own present quandaries.

Reframing the Sciences of the Long Eighteenth Century

2020 ◽  
Vol 50 (1-2) ◽  
pp. 58-66
Author(s):  
Giuliano Pancaldi
Keyword(s):  
Eighteenth Century ◽  
History Of Science ◽  
Science Policy ◽  
Special Issue ◽  
Half Century ◽  
The Past ◽  
Past Half Century ◽  
History Of ◽  
Long Eighteenth Century ◽  
Past Half

Here I survey a sample of the essays and reviews on the sciences of the long eighteenth century published in this journal since it was founded in 1969. The connecting thread is some historiographic reflections on the role that disciplines—in both the sciences we study and the fields we practice—have played in the development of the history of science over the past half century. I argue that, as far as disciplines are concerned, we now find ourselves a bit closer to a situation described in our studies of the long eighteenth century than we were fifty years ago. This should both favor our understanding of that period and, hopefully, make the historical studies that explore it more relevant to present-day developments and science policy. This essay is part of a special issue entitled “Looking Backward, Looking Forward: HSNS at 50,” edited by Erika Lorraine Milam.

Changes in the Teacher Training and Qualification in Bulgaria

2019 ◽  
Vol 7 (3) ◽  
pp. 3-23
Author(s):  
Viara Gyurova
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
20Th Century ◽  
Future Development ◽  
Training System ◽  
Development System ◽  
The Past ◽  
Teacher Qualification

Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are discussed.

Sign in / Sign up

Export Citation Format

Share Document