Changing Teacher Professionalism

This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better.

Changing Teacher Professionalism

Author: Sharon Gewirtz

Publisher: Routledge

ISBN: 113403413X

Page: 256

View: 297

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers’ practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues: research on the changing political and social context of professional work and practice research on the working lives and lived experiences of teachers, and research on how teachers’ professional practices might be enhanced. In bringing together and drawing out the complementarities of these three approaches, this book represents a ground-breaking collection of work.

Changing Research and Practice

Arising from the 7th International Study Association on Teacher Thinking (ISATT) conference in 1995, this book presents a diverse, yet integrated, approach to understanding how research and practice in classrooms are changing.

Changing Research and Practice

Author: Terence Boak

Publisher: Routledge

ISBN: 1135402019

Page: 248

View: 849

First Published in 1996. Arising from the 7th International Study Association on Teacher Thinking (ISATT) conference in 1995, this book presents a diverse, yet integrated, approach to understanding how research and practice in classrooms are changing.

Teacher Professional Development in Changing Conditions

This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT).

Teacher Professional Development in Changing Conditions

Author: Douwe Beijaard

Publisher: Springer Science & Business Media

ISBN: 140203699X

Page: 364

View: 360

This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers’ personal and professional lives, and teachers’ workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers’ workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world.

Changing Teaching And Learning In The Primary School

There have been longstanding debates within sociology about the nature of professionalism and within education about the status of teaching as a profession ...

Changing Teaching And Learning In The Primary School

Author: Webb, Rosemary

Publisher: McGraw-Hill Education (UK)

ISBN: 0335219500

Page: 217

View: 535

Assessing the effects of New Labour's education policies on primary schools, this book discusses the impact of policies on primary school practices, as well as looking at the views and experiences of primary school teachers and pupils.

Teacher Empowerment Toward Professional Development and Practices

Teacher professionalization is never a static process. Factors internal and/or external to the teaching professional (e.g., curriculum changes, ...

Teacher Empowerment Toward Professional Development and Practices

Author: Ismail Hussein Amzat

Publisher: Springer

ISBN: 9811041512

Page: 307

View: 604

This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.

The Politics of Teacher Professional Development

Continuing professional development: Developing a vision. Journal ofEducation and Work, 17(3), 361–376. Fullan, M. (1993). Change forces.

The Politics of Teacher Professional Development

Author: Ian Hardy

Publisher: Routledge

ISBN: 0415899230

Page: 227

View: 275

The Politics of Teacher Professional Development: Policy, Research and Practice provides innovative insights into teachers' continuing development and learning in contemporary western contexts. Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning more about the current conditions under which teachers and other educators work and learn, it is possible to understand, and consequently improve, the learning opportunities teachers experience. Teacher professional development is not simply construed as an isolated series of events, such as day-long workshops marking the beginning of each school year or term, or individualistic "one-off" activities focused on new teaching approaches, curricula or assessment strategies. Rather, through application of sociologist Pierre Bourdieu's understanding of social practices as contested, teacher professional development is revealed as a complex social practice which exists as policy, as a research product and process, and as an important part of teachers' work. The book reveals how PD as policy, research and teachers' work are inherently contested. An extended series of case studies of teacher professional development practices from Canada, England and Australia are employed to show how these tensions play out in complex ways in policy and practice.

Professionalism and Teacher Education

Professionalism in turbulent times: Changes, challenges and opportunities. ... Changing Teacher Professionalism: International Trends, Challenges and Ways ...

Professionalism and Teacher Education

Author: Amanda Gutierrez

Publisher: Springer

ISBN: 9811370028

Page: 235

View: 132

This book explores how educators are proactively working to reclaim teacher professionalism by engaging in exemplary practice and promoting quality education for all. It examines voices in contemporary Australian teacher education and how professionalism can contribute to achieving the multiplicity of purposes in education. The work of contemporary teachers and teacher educators, and perceptions about this work, have changed significantly. In recent times, governments have identified key issues linked to the quality of teachers, as presented in multiple inquiries, creating shifts in public policy and increasing regulation. Educators must work towards improving public and policy maker perceptions of teaching as a profession. Teacher educators make an important contribution in engaging in ongoing scholarship and debate that examine research and practice and speak back to managerial discourses on professionalism. It is through this work that educators shape and re-shape understanding of what it means to be a professional.

Teacher Education in the 21st Century

This book examines the evolution and innovation of teacher education in Singapore in the 21st century.

Teacher Education in the 21st Century

Author: Oon-Seng Tan

Publisher: Springer

ISBN: 9811033862

Page: 319

View: 532

This book examines the evolution and innovation of teacher education in Singapore in the 21st century. It covers teacher education reforms in the conceptualising and implementing of the Teacher Education for the 21st Century (TE21) Model and discusses curriculum improvements that are aligned to new competencies; values development that re-envision teacher professionalism and calling; pedagogical changes that emphasise self-directed inquiry and technology-enabled learning; strengthened theory–practice linkages and enhanced teaching practices through school partnerships and mentoring; and impactful education research in areas such as assessment and developing teaching competencies, practices and mentoring. Teacher education in Singapore focuses on developing professional leaders in the field of education who are proactive problem-solvers and empowered researchers. It entails a long-term vision of education and an innovative approach to develop teachers with design skills and an inquiring mindset to understand learners in the fast-changing digital and mobile world. This book is aimed at scholars, researchers, policymakers, teacher educators and teachers as well as anyone interested in learning the philosophy behind Singapore’s unique TE21 Model for the 21st century and beyond.

Teachers Professional Development in Global Contexts

The changing faces of teacher professionalism in England. In C. Day, A. Fernandez, T. E. Hauge, & J. Moller (Eds.), The life and work of teachers.

Teachers    Professional Development in Global Contexts

Author:

Publisher: BRILL

ISBN: 9004405364

Page: 350

View: 203

Teachers’ Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze teaching and learning contexts, and delve into teachers’ knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.

Teachers Worlds and Work

Teacher professionalism in changing times -- Professional identities : teaching as emotional work -- Commitment as a key to quality : variations in teachers' work and lives -- A capacity for resilience -- Teachers' professional learning and ...

Teachers  Worlds and Work

Author: Christopher Day

Publisher: Taylor & Francis

ISBN: 1351690884

Page:

View: 227

Understanding what influences the quality of teachers' work across a career is key to building and sustaining their on-going commitment and effectiveness. Teachers' Worlds and Work provides a new, research-informed consideration of key elements which independently and together influence teachers' work and lives: policy and workplace conditions, teacher professionalism, identity, emotions, commitment and resilience, types of professional learning and development, and the importance of the contribution to these made by high-quality leadership. In bringing these elements together, the book provides new, detailed and holistic understandings of their influence and suggests ways of building and sustaining teachers' abilities and willingness to teach to their best and well over their careers. This groundbreaking text will be essential reading for teacher educators, teachers, head teachers and academics.

Teacher Professionalism in Further and Higher Education

Bailey, B. and Robson, J. (2002) 'Changing Teachers: A Critical Review of Recent Policies Affecting the Professional Training and Qualifications of Teachers ...

Teacher Professionalism in Further and Higher Education

Author: Jocelyn Robson

Publisher: Routledge

ISBN: 1134322739

Page: 159

View: 837

Teachers from further and higher education are rarely considered together. This book explores the differences and similarities that exist between these groups. It provides an up-to-date account of developments and brings together arguments and debates about both groups of teachers to challenge some strongly held beliefs. Focusing on aspects of teachers' professionalism, Jocelyn Robson considers what 'professionalism' may mean and ways in which 'professionalism' has been studied. She goes on to consider: professional standards, training and qualifications professional identities and communities opportunities and strategies for professional development and renewal key debates in the literature and the most significant policy developments the main challenges currently facing the teaching profession in further and higher education.

Hidden Dimensions in the Professional Development of Mathematics Teachers In Service Education for and With Teachers

TEACHER 'CHANGE' VERSUS TEACHER GROWTH The last decades, the nature of teaching has undergone significant transformation processes since the landscape of ...

Hidden Dimensions in the Professional Development of Mathematics Teachers  In Service Education for and With Teachers

Author: B. Roesken

Publisher: Springer Science & Business Media

ISBN: 9460914330

Page: 171

View: 464

Professional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher’s one. Profoundly respecting and cherishing the teachers and their needs, allows for arriving at a vision of professional development that is for and with teachers, instead being simply about them. This book presents the field of mathematics teacher professional development both from a theoretical and an empirical perspective. In particular, the initiative Mathematics Done Differently that has been run in Germany is presented, in whose context the data of the empirical study was gathered. The empirical findings led to postulating a model describing teachers’ individual growth pathways and to providing implications for constructing practices that are based on what teachers really need.

Continuing Professional Development

Hargreaves, A. (1994) 'Individualism and individuality: Understanding the teacher culture', in Changing Teachers, Changing Times: Teachers' Work and Culture ...

Continuing Professional Development

Author: Anna Craft

Publisher: Routledge

ISBN: 1134558155

Page: 272

View: 419

The second edition of this popular text meets the continued and increasing demand of teachers to apply professional development techniques from other areas of work to their own profession.

Mathematics Curriculum Teacher Professionalism and Supporting Policies in Korea and the United States

Changing teaching practices toward effective mathematics instruction in the Korean context: Characteristics and implications.

Mathematics Curriculum  Teacher Professionalism  and Supporting Policies in Korea and the United States

Author: National Academies of Sciences, Engineering, and Medicine

Publisher: National Academies Press

ISBN: 0309374391

Page: 102

View: 734

On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum? How have textbooks been developed for the curriculum? How are curricular tasks designed and what criteria are used? What is the role of learning trajectories in the development of curriculum? This report summarizes the presentations and discussions at the workshop.

Teachers Professional Lives

Restructuring Teachers' Work: The Case of Australia The unambiguous message over the past decade in Australia has been that schools and teachers must change ...

Teachers  Professional Lives

Author: Ivor F. Goodson

Publisher: Routledge

ISBN: 1135717311

Page: 248

View: 427

First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

European Perspectives on Professional Development in Teacher Education

ATEE (Association for Teacher Education in Europe), 2006. ... Some historical perspectives on professionalism. ... Changing teacher professionalism.

European Perspectives on Professional Development in Teacher Education

Author: Ken Jones

Publisher: Routledge

ISBN: 1317669649

Page: 198

View: 971

This collection focuses on the ways in which policy relating to professional development and professional learning in teacher education is changing across Europe. The chapters examine how policies change with time and with changes in personnel at various levels in the political or professional spectrum. It also highlights the continued diversity of the education systems of Europe, despite moves towards economic and social integration. A common theme running through the chapters is an understanding of the importance of professional development and professional learning of educators in the success and effective operation of the education systems of the countries concerned. This book was originally published as a special issue of Professional Development in Education.

Handbook of Teacher Education

This book provides a wide-ranging review of the current state of teacher education, with contributions by an international group of teacher educators.

Handbook of Teacher Education

Author: Tony Townsend

Publisher: Springer Science & Business Media

ISBN: 1402047738

Page: 756

View: 996

This book provides a wide-ranging review of the current state of teacher education, with contributions by an international group of teacher educators. It focuses on issues confronting teacher educators today and in the coming decade, including the impact of globalization on the profession of teaching, and the need for teacher education to adapt to changing accountability requirements, and establish a set of minimum standards that qualify a person to teach.