scholarly journals Reflecting Selves: Pre-Service Teacher Identity Development Explored Through Material Culture

2015 ◽  
Vol 9 (1) ◽  
pp. 267-283 ◽  
Author(s):  
Boyd E. White ◽  
Amélie Lemieux
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Identity Development ◽  
Material Culture ◽  
Teacher Identity ◽  
Meaning Making ◽  
Three Dimensional ◽  
Education Professional ◽  
Education Professional Development ◽  
Pre Service Teacher

This article describes a research project that investigated the development of pre-service teacher identity, with an emphasis on meaning-making and articulation of personal values. The methodology is primarily arts-based. Data for the research consisted of: (1) participant-created three-dimensional constructions that symbolized their emerging values and identities; (2) accompanying written reflections that provided the context of the constructions and elaborated on the personal symbolization of the material culture involved. With this article, we hope to initiate further conversations around teacher education, professional development, and arts-based learning, with particular attention to dialogue about the teaching self.

Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review

2020 ◽  
pp. 088840642092697
Author(s):  
Lingyu Li ◽  
Andrea Ruppar
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Identity ◽  
Professional Competence ◽  
Empirical Studies ◽  
Three Dimensional ◽  
Active Role ◽  
Teacher Agency ◽  
Education Professional Development ◽  
Academic Search

Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive. The purposes of this systematic review are to synthesize existing theories of teacher agency and summarize factors enhancing or constraining teacher agency for inclusive education. Implications for teacher education, professional development, and future studies were discussed. The electronic databases Academic Search Premier, Education Research Complete, ERIC, and PsycINFO were systematically searched for articles published until January 2019. Nine empirical studies were identified to inform the three-dimensional (i.e., iterational, practical-evaluative, projective) and temporal-relational nature of teacher agency, with inclusive teacher identity, professional competence, inclusive professional philosophy, autonomy, and reflexivity as its five core aspects.

scholarly journals Imagined future teacher self at the point of entry to teacher education

EduLingua ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 25-46
Author(s):  
Katalin Doró
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Teacher Identity ◽  
Future Teacher ◽  
First Year ◽  
Teacher Education Programs ◽  
Clear Understanding ◽  
Teacher Student ◽  
Point Of Entry ◽  
Pre Service Teacher

TA growing body of literature has focused on teacher identity development, but very few of these target students at the beginning of their studies. This article discusses the future teacher selves that first-year undergraduates imagine for themselves before receiving any instruction on teaching-related subjects. Results suggest that students are, nevertheless, able to envisage a surprising variability and detail in their essays that underwent mix-method analysis. The most commonly occurring traits were grouped under five larger themes, focusing on personality and teacher self, teacher-student interaction, classroom teaching abilities, becoming members of a community of teachers, and altruistic goals. These teacher selves are mostly realistic and positive, with a clear understanding of the dynamism that teacher identity is formed as on ongoing process. It is argued that learning about freshly admitted students’ views related to teaching serves as valuable information to enhance pre-service teacher education programs.

scholarly journals Local Political Arrangements: Education in harmony with the local development

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Marli Alves Flores Melo
Keyword(s):  
Professional Development ◽  
Social Construction ◽  
Local Development ◽  
Organizational Dynamics ◽  
Educational Institutions ◽  
Technological Education ◽  
Education Professional ◽  
Education Professional Development ◽  
The Social ◽  
Integral Feature

This paper addresses education, particularly professional, scientific and technological education, in the context of local development, from the prism of productive local arrangements – PLAS. It highlights the effect of globalization on society´s transformations, the restructuring of the sectorial, institutional and organizational dynamics related to educational aspects, the territorial features of the said arrangements, and the actors that are part of them.  We understand that this is a priority in the social construction and an incentive to the scientific education professional development, with regard to the ethical-political nature of individuals.   We point out the need to foster interaction amongst educational institutions in order to   mobilize territorial resources, aiming at local development. We conclude with a few pertinent discussions about the value of education, both in its integral feature and in its adherence to parallel harmonies. 

scholarly journals ADOPTION OF INTERNATIONAL EDUCATION POLICY IN INDONESIA: Impact to Teacher Education and Professional Development

2018 ◽  
Vol 2 (2) ◽  
pp. 187-203
Author(s):  
Satia Prihatni Zen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Policy ◽  
Education Reform ◽  
International Education ◽  
International Development ◽  
Teacher Identity ◽  
National Policy ◽  
Development Aid ◽  
International Education Policy

The paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.

scholarly journals Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach

10.28945/4444 ◽  
2019 ◽  
Vol 4 ◽  
pp. 279-280
Author(s):  
Crystal R Chambers
Keyword(s):  
Professional Development ◽  
Student Affairs ◽  
Continuing Education ◽  
Master's Level ◽  
Undergraduate Level ◽  
Education Professional ◽  
Education Professional Development ◽  
Competency Based ◽  
Diversity Issues

Aim/Purpose: Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach Background: This text explores cases and concepts regarding multiculturalism, diversity, and inclusion in student affairs practice as guided by ACPA/ NASPA competencies. Methodology: Review Contribution: Review Findings: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendations for Practitioners: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendation for Researchers: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Impact on Society: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Future Research: See Review

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