Chile: Effectiveness of Teacher Education: Contexts, policies and practices This chapter has been developed thanks to funding from Basal Funds for Centers of Excellence, Project FB 0003, Associative Research Program of CONICYT.

2015 ◽  
pp. 201-220
Author(s):  
Beatrice Ávalos
Keyword(s):  
Teacher Education ◽  
Research Program ◽  
Centers Of Excellence ◽  
Effectiveness Of Teacher Education ◽  
Policies And Practices

Studying the Effectiveness of Teacher Education

2017 ◽  
pp. 13-26 ◽  
Author(s):  
Diane Mayer ◽  
Mary Dixon ◽  
Jodie Kline ◽  
Alex Kostogriz ◽  
Julianne Moss ◽  
...  
Keyword(s):  
Teacher Education ◽  
Effectiveness Of Teacher Education

Occupational Socialization and the Design of Teacher Education Programs

1986 ◽  
Vol 5 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Hal A. Lawson
Keyword(s):  
Teacher Education ◽  
Recent Work ◽  
Research Program ◽  
Practical Significance ◽  
Teacher Education Programs ◽  
Occupational Socialization ◽  
Education Programs ◽  
Past Work ◽  
Integrative Research

The following analysis is one-sided and selective. It is an attempt to derive guidelines for the design of teacher education programs from recent work on the occupational socialization of physical educationists. The work cited is limited almost exclusively to that completed by the author and his former students. This can be justified insofar as this analysis doubles as a benchmark for an additive and integrative research program, indicating which questions need to be asked next and signalling the practical significance of past work. The discussion begins with a definitional treatment of occupational socialization prior to identifying guidelines for teacher education programs.

Ecocritical contestations with neoliberalism: Teaching to (un)learn “normalcy”

2018 ◽  
Vol 16 (6) ◽  
pp. 652-668
Author(s):  
John Lupinacci ◽  
Alison Happel-Parkins ◽  
Mary Ward Lupinacci
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Free Market ◽  
Cultural Norms ◽  
Teacher Education Programs ◽  
Cultural Assumptions ◽  
The World ◽  
Dominant Society ◽  
Fitting In ◽  
Policies And Practices

This article seeks to address often overlooked cultural assumptions embedded within neoliberalism; specifically, the researchers explore what ecofeminist Val Plumwood describes as centric thinking, leading to a logic of domination. The authors argue that social justice educators and activists who are committed to critiquing neoliberalism must take into consideration the ways in which a logic of domination undergirds the unjust and destructive social and economic ideologies and policies that constitute neoliberalism. The authors examine and share pedagogical moments from experiences in teacher education seeking to: (a) challenge and disrupt dualistic thinking; (b) interrupt perceptions of hegemonic normalcy—referring to a socio-cultural process by which actions, behaviors, and diverse ways of interpreting the world are perceived by dominant society as “fitting in” and being socially acceptable; and, (c) contest false notions of independence—the degree to which an individual is perceived as able to meet their social and economic responsibilities on their own—as measures of success in schools and society. The authors detail how they work with(in) teacher education programs to introduce how an ecocritical approach, drawing from ecofeminist frameworks, identifies and examines the impacts of neoliberal policies and practices dominated by “free” market ideology. The authors assert that educators, especially teacher educators, can challenge harmful discourses that support the problematic neoliberal understandings about independence that inform Western cultural norms and assumptions. Concluding, the authors share a conceptualization for (un)learning the exploitation inextricable from the policies and practices of neoliberalism.

scholarly journals Stanley Cavell and the Questioning of the Foregone

2018 ◽  
pp. 4-17
Author(s):  
Jeff Frank
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The Political ◽  
Future Teachers ◽  
Stanley Cavell ◽  
Political Implications ◽  
The Voice ◽  
Policies And Practices

This paper makes the case that Stanley Cavell’s thinking on conversion, eveloped in “Normal and Natural” in The Claim of Reason, offers resources that can be used to develop a politics that acknowledges the importance of learning from the voice of skepticism instead of seeking to silence the skeptic through the pursuit of policies and practices that promise a type of certainty that will forever silence skepticism. I develop this case from my position as a teacher educator who knows very well the desire to silence skepticism in the form of finding a way of teaching future teachers so that I/we can be certain that they will be effective and engaging educators after graduation. Giving up the belief that we can achieve certainty when it comes to teacher preparation does not consign us to hopelessness, but it does suggest that teacher educators may have more to learn from listening to the voice of skepticism than is suggested by current discourses in teacher education. Though I write from the position of a teacher educator and my examples are drawn from the work of teacher education, the main goal of this paper is to develop a reading of “Normal and Natural” that may help us appreciate new dimensions of the political implications of Cavell’s work.

Studying the Effectiveness of Teacher Education

2017 ◽  
Author(s):  
Diane Mayer ◽  
Mary Dixon ◽  
Jodie Kline ◽  
Alex Kostogriz ◽  
Julianne Moss ◽  
...  
Keyword(s):  
Teacher Education ◽  
Effectiveness Of Teacher Education

Using Data for Program Improvement in Teacher Education: A Study of Promising Practices

2020 ◽  
Vol 122 (3) ◽  
pp. 1-48
Author(s):  
Susannah C. Davis ◽  
Charles A. Peck
Keyword(s):  
Teacher Education ◽  
Data Use ◽  
Program Improvement ◽  
Institutional Setting ◽  
Teacher Education Programs ◽  
Education Programs ◽  
High Data ◽  
Faculty And Staff ◽  
Using Data ◽  
Policies And Practices

Background/Context Contemporary accountability policies in teacher education often require that programs systematically use data for program improvement. However, social science research from multiple fields of human service suggests that the challenges of using data involve much more than creating policies and related information technologies to support collection, archival, and analysis of information about program outcomes. In this study we investigated organizational policies and practices implemented within ten high data-use teacher education programs to support faculty and staff engagement with opportunities to use a variety of data for the purposes of program improvement. Purpose/Objective/Research Question What organizational tools, policies, and practices are associated with systematic use of data for program improvement in high data-use teacher education programs? Research Design We used qualitative field research methods to study a set of teacher preparation programs situated in institutions that varied considerably in size, mission, and organizational structure. Using a comparative case-study approach, we hoped to identify a set of practices that were robust across variations in institutional setting and that therefore might be useful to other teacher educators as they attempt to navigate the pressures of current accountability mandates in ways that are consonant with their aspirations for program improvement. Conclusions/Recommendations Organizational practices associated with high levels of data use in the programs we studied included the allocation of specific times and places to allow thoughtful engagement with opportunities to use data in deliberation of program actions, as well as the integration of these activities into regular organizational routines. Consistent with earlier studies, we found that faculty in these programs more readily and vigorously engaged data-use work organized around local inquiry goals, rather than compliance with external policy mandates or grant expectations. Leadership actions related to establishing local inquiry and program improvement as the primary goal of data-use work appeared to be crucial to motivating faculty and staff to take up opportunities to use data as a resource for learning and program decision-making.

Sign in / Sign up

Export Citation Format

Share Document