Learning and unlearning: the education of teacher educators

Despite the many expectations that US and other teacher educators around the world are striving to meet, there has been little attention to development of a curriculum for educating teacher educators, or to local and larger policies that might support the development of what teacher educators need to know and do in order to meet the complex demands of preparing teachers for the 21st century. In this article, Cochran-Smith analyzes four teacher educator communities in different contexts and entry points across the career lifespan. She makes the case that the education of teacher educators is substantially enriched when inquiry is a stance on the overall enterprise of teaching, schooling, and teacher education.     

Primary science teacher confidence revisited: ten years on

Background This paper compares the findings from a recent, large-scale UK-wide survey of primary teachers' confidence in teaching science with the results of a seminal report carried out 10 years ago by Wynne Harlen in Scotland. Recent reports from across the UK have indicated there are still serious concerns relating to primary teachers' confidence and ability to teach science effectively.

Purpose The main research aims were to provide a clear, evidence-based analysis of the current issues facing primary science in the UK; explore primary teachers' confidence in science teaching and to evaluate the impact of science initiatives taking place in UK primary schools.

Sample The sample for the study comprised: telephone interviews with 300 primary teachers from all UK regions; seven focus groups of primary teachers held in England, Northern Ireland, Scotland and Wales to further explore the issues raised in the telephone interviews; and workshops from a two-day conference of 75 stakeholders in primary science from all UK regions (approximately half the delegates were teachers; also represented were teacher educators (initial and continuing professional development), curriculum developers and policy-makers). In addition, 100 teacher education institutions were surveyed in relation to their participation in primary science initiatives.

Design and methods The methodology for both studies comprised qualitative and quantitative elements (see sample details, above). All data were collected between June and September 2004.

Results The findings indicated that there are improvements in some areas of primary teachers' confidence in teaching science. However, the study showed that half of the teachers surveyed cited lack of teacher confidence and ability to teach science as the current issue of major concern in primary science. This paper also reports on some of the professional development initiatives carried out by higher education institutions in primary science.

Conclusions The paper concludes that there has been some progress in developing teacher confidence in primary science over the past 10 years. However, the situation is still critical for all stakeholders. Half of the teachers surveyed in the UK for the present study identified lack of teacher confidence and ability to teach science as the major issue of concern in primary science. Higher education institutions need to enhance the preparation of new primary teachers to ensure that they are all confident and effective teachers of science. They could also increase their partnership work with schools and other continuing professional development (CPD) providers in relation to primary science. The evidence demonstrates clearly that there is a need for substantially increasing science professional development for primary teachers. It also shows that such professional development could be more effectively targeted at specific aspects of science teaching that are more challenging for teachers. Further, the study shows that professional development in science works, in that teachers who have experienced science continuing professional development (CPD) are much more confident to teach science than those who have not.     

Education--a joint task for parents,kindergarten teachers and kindergarten student teachers

The aim of this research was to find out what kindergarten teachers, parents and kindergarten student teachers think about education and about themselves as educators. The basic question was: what kind of similarities and differences are there between these groups of educators? The sample consisted of 21 parents, 28 kindergarten teachers and 37 kindergarten student teachers voluntarily taking part in the study. The data were collected using thematic interviews and an open-ended questionnaire. The approach used to analyse the material was phenomenography. The results show that the groups of educators between themselves had quite similar conceptions of education and of being educators of small children. However, some differences were also found. The division of the conceptions of education was: education as a societal function or socialization, education as a way of supporting a child's development, education as care, and education as work and action. All groups, but especially parents, regarded education primarily as a societal function. All three groups paid rather little attention to education as a function of becoming a human being. Education as a function of care occurred in the conceptions of some educators. The conceptions of being an educator were linked to characteristic features of educators, to working with children, to commitment and self-confidence at work and to demands on and responsibility of an educator. In particular, parents paid attention to the demands and responsibility of being an educator. Kindergarten teachers and kindergarten student teachers emphasized working with children and commitment to education.     

Sexuality and relationship education training to primary and secondary school teachers: an evaluation of provision in Western Australia

This paper describes the formative, process and short term impact evaluation of sexuality and relationships education (SRE) training for teachers in Western Australia (WA) over a three year period. The training represents one component of a broader project, the aims of which are to improve teacher’s confidence and skills in delivering SRE, and to support schools to implement effective comprehensive SRE. Formative evaluation conducted prior to the development of the training, found although most respondents were relatively confident and skilled in facilitating SRE, the need for ongoing professional development was highlighted, especially in areas such as gender diversity, pornography, sexting, violence and working with specific groups. Training focusing on the new Australian Health and Physical Education curriculum and mandatory assessment was identified as a need. Workshop evaluation found statistically significant improvements in attitudes towards SRE and increased comfort in teaching SRE, facilitating discussion and facilitating skills and activities, after the workshop. The evaluation identified the need for an integrated and coordinated whole school approach and efforts to engage teachers with lower levels of confidence in teaching SRE. Changes to the Australian Curriculum provide opportunities to enhance the development of SRE in schools. Longer-term impact evaluation is required to identify whole school changes.     

Understanding higher education-based teacher educators’ identities in Hong Kong: a sociocultural linguistic perspective

While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators’ professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work. By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to our knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education. The study concludes with some implications for teacher education and higher education.     

Science for employment and higher education

The results of a survey of the views of employers and tutors in higher education on the scientific curriculum for 16‐ to 19‐year‐olds in England, Wales and Northern Ireland is reported. The results show that a limited range of scientific ideas are seen as essential by representatives of all areas. Both employers and tutors in higher education believe that developing a student's capability in a wide range of generic skills (including mathematics skills) should be an aim of courses leading to advanced science qualifications. Higher education tutors tend to require higher levels of thinking in the use of the ideas than do employers. The implications of taking note of employmnent and higher education needs for secondary science education are discussed.     

Prospective teachers’ perceptions of development during fieldwork: Tutoring as a vehicle for professional growth

Abstract

This study examines elementary and secondary prospective teachers’ perceptions of the ways in which their experiences as tutors in school‐based tutoring programs influenced their professional development. Data collected from a survey questionnaire, reflective papers, and individual and focus group interviews revealed five main ways that these undergraduate and graduate education students perceived the tutoring experiences contributed to their professional growth. They described development in the following understandings: school students, pedagogical strategies, relationships with colleagues in school settings, the teaching/learning process, and reflective practice. All of these understandings were reported as increasing their self‐confidence as developing educators.     

Developing History Students' Skills in the Transition to University

With growing numbers and diversity of students, as well as demands from employers and students themselves, many humanities and social science tutors have become increasingly aware of the importance of developing students' skills. The first year of university is a particularly important point of intervention, not only to ensure the successful transition to degree level work, but to create the foundations for learning and skills development in subsequent years of disciplinary study and beyond. There is still, however, often a lack of confidence on the part of subject tutors concerning the introduction of skills to students whose primary motivation for study is discipline-based. This paper describes a practical approach to this problem in history, but one easily transferable to other disciplines. It combines subject and skills in a way which engages student interest, and encourages students to become more confident in a variety of practical skills, as well as more reflexive in relation to their subject and the ways in which they approach learning in it.     

Collaborative teacher roles in facilitating inclusion: Preservice preparation for general and special educators

Abstract

Collaboration between general and special education teachers has been viewed as important to the successful education of students with disabilities who are served in inclusive classes. The purpose of this study was to analyze and compare the perceptions of a national sample of general and special education teacher educators regarding their perceptions of actual and ideal emphases placed on specific collaborative roles in teacher preparation programs for general and special education teachers. The authors analyzed the data and found significant differences between teacher educator perceptions of the degree of emphasis actually placed on collaborative roles and the degree of emphasis that should be placed on these roles in teacher preparation programs.     

Killing Mosquitoes and Keeping Practice: Teacher Education as Sustaining Paradox

The moral and ethical charge of teaching and teacher education includes sustaining equanimity and paradox, and maintaining poise amongst contradicting policies and interests. This paper draws upon the wisdom of the Tao Te Ching to address some paradoxes in education and teacher preparation. Specifically, the article looks at four chapters of the Tao Te Ching. By examining these ancient Taoist proverbs from a Western perspective as a teacher and teacher educator in the US this article will discuss challenges and suggestions for teachers and teacher educators successfully navigating amongst, and growing from, paradoxes imbedded in the teaching career.     

“But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction

The purpose of this study was to notice and name the beliefs 33 preservice teachers had about literacy teaching/learning. The beliefs were noted by using evidence from their ‘language-in-use’ during supported, literacy planning sessions with a teacher educator. Critical discourse analysis revealed that the preservice teachers believed (1) assessment is instruction, (2) literacy teaching/learning is inauthentic, and (3) children are not intellectually motivated. The findings are discussed through the lenses of figured worlds and the apprenticeship of observation. Implications for teacher educators are offered.     

The pain and lessons of constructing and becoming the “other”

Abstract

The United States and its public schools are becoming increasingly diverse, yet teachers, prospective teachers, and teacher educators remain predominantly European American. This situation raises a number of questions for teacher educators and teacher education students committed to multicultural education. One challenge to avoid when discussing issues of diversity within largely monocultural learning environments is the unintentional construction of the “Other.” This article describes the painful experiences and interactive reflections of a student of color and a White teacher educator when the student became the “Other” in a preservice teacher education course. The student, her peers, and the instructor describe how the unfortunate incident was turned into a teachable moment and a transformative learning experience that gave deeper, personal meaning to the theories they discussed in the course.     

From Teacher to Teacher Educator: Reframing knowledge in practice

This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in their decision-making, and the merging of their former identities as classroom teachers with their new identities as teacher educators. Our initial paper described the theoretical framework, methodology, and two categories of findings—institutional context and shifting role identification. This paper builds on those insights by addressing the frames of understanding and knowledge employed in this transition, and how these frames informed the decisions made in the arena of teacher education practice. We also explore the implications of these findings by discussing the need for support as educators make the transition from teacher to teacher educator.     

Pre-service teachers’ perceptions of self as inclusive educators

Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators.     

Educators‘ perceptions of an in-service training programme

Abstract

In-service training programmes for educators (INSET) in South Africa have a common objective, namely to support unqualified or underqualified educators to teach their subjects well. The Science, Technology, Environmental and Mathematics Education (STEME) outreach programme is an initiative of the University of South Africa to support these educators with skills and knowledge to teach these subjects efficiently. This article reports on an INSET programme for science teachers who took part in STEME and serves as a case study to investigate educators’ perceptions of the programme. The study, which involved a total of 13 educators, had two phases which were conducted during and after the INSET programme respectively. A focus group interview was conducted in the first phase while individual interviews were conducted in the second phase at the participants’ schools. Participants valued facilitators’ knowledge, continuous support and demonstration of new skills in practical real-life situations. Their main concern was applying the skills at their schools within present circumstances. This case study can serve to inform other service providers on what educators expect from INSET programmes.     

Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework

This study connects to the international call for research on teacher educator professionalism. Combining positioning theory with the personal interpretative framework, we examined the relationship between teacher educators' positioning and their teacher education practices. The interpretative analysis of qualitative data from twelve experienced Flemish teacher educators revealed three teacher educator positionings: a teacher educator of ‘pedagogues’, a teacher educator of reflective teachers, and a teacher educator of subject teachers. Each positioning constitutes a coherent pattern of normative beliefs about good teaching and teacher education, the preferred relationships with student teachers, and valuable methods and strategies to enact these beliefs.     

School-Wide Educator Evaluation for Improving School Capacity and Student Achievement in High-Poverty Schools: Year 1 of the School System Improvement Project

The United States is in an era of high-stakes evaluation of educators (i.e., teachers and principals), the results of which are used to inform human capital decision making (i.e., recruitment, hiring, retention, and dismissal), which in turn impacts school capacity and student learning. The present article describes the School System Improvement (SSI) Project, a school-wide educator evaluation initiative that includes 22 high-poverty schools. The primary goal is to present the Year 1 planning for implementation of educator evaluation, highlighting the use of system consultation for planning. The SSI Project team includes researchers in school psychology and special education, school administrators, and teachers. The project aims to implement a multimethod educator evaluation system that generates scores for informing targeted, evidence-based professional development. Project goals are to increase educator competencies that lead to improved student achievement. Finally, directions for training and recommendations for future school reform are presented.     

A cross-cultural investigation of teachers’ and reporting officers’ self-ratings on teaching and leadership skills across Singapore and Bahrain

Self-rating bias is particularly likely in organizational behavior research as individuals tend to inflate their expertise, skills and character. This study aims to examine how two culturally diverse groups of teachers and their reporting officers respond to self-ratings of their own teaching skills and leadership skills respectively. It is posited that such response may be culturally based. To ensure validity of comparisons, analyses were done using linear Rasch measures in logits rather than the non-linear raw scores. No significant differences were found between the perceptions of Singaporean teachers and their reporting officers on teaching and leadership skills. The Bahraini data however revealed teachers’ perceptions of own teaching skills were significantly higher than that of their reporting officers. The opposite is true for the Reporting officers’ perceptions of our leadership skills. Bahraini teachers’ perceptions of their own teaching skills were also found to be significantly higher than that of their Singaporean counterparts. The findings support the notion that individuals’ thinking and behavior is influenced by how they process social and cultural information.     

Teachers' approaches to finding and using research evidence: an information literacy perspective

Background The use of research evidence produced by others is seen as central to the reflective practice of school teachers. There have been many recent UK initiatives aimed at improving access to research evidence, but there are still concerns about the lack of engagement by teachers. Previous research has looked at this issue from different perspectives, including the content and relevance of educational research, the relationships between researchers and teachers, accessibility and presentation of research and the culture of the school. The research presented here seeks to make a contribution to understanding the diffusion of research in the teaching profession by examining the issues from an information literacy perspective.

Purpose This paper examines the use of research information by UK school teachers, placing an emphasis on their information literacy—i.e. teachers' strategies and confidence in their abilities to find, evaluate and use research information, which is defined as the published output of a planned piece of research.

Sample Survey data were collected from 312 teachers and 78 head teachers from nursery, primary and secondary schools in Scotland, England and Wales. The sample included a wide range of teaching experience, ages, subject responsibilities, school locations and sizes, although there was a bias towards teachers who were motivated to use research evidence. Interviews were conducted with 28 teachers from primary, secondary, nursery and special education schools, and a further 15 teachers took part in group exercises. Interview and group exercise samples were more varied in their levels of research involvement.

Design and methods A mixed methodology was used. The questionnaire survey sought background data on more general attitudes towards research, as well as data on information access and confidence in finding and using general and research information. This was supplemented by qualitative evidence on information strategies and experiences from scenario or vignette interviews. Group exercises in which teachers discussed their responses to specific examples of research information were useful in focusing on strategies for evaluating information.

Results While survey respondents were, on balance, positively motivated towards the use of research evidence, their actual use of information from research was limited. They considered the most prominent barriers to their use of research information were associated with lack of time and lack of ready access to sources. This is likely to be a limiting factor in terms of the development of teacher confidence in finding, evaluating and using the kinds of information sources which are increasingly available to support their professional development. In fact survey evidence from the more research-motivated sample indicated that teachers were considerably less confident in finding and using research information than general information. Their confidence was slightly higher in finding research information (e.g. 67.1% and 60.9% were either confident or very confident in defining information needs and locating information respectively) compared to using research information (for example, 56.5% were either confident or very confident in organizing and synthesizing information). However, evidence from the more mixed interview and group exercise samples also revealed a range of concerns about lack of skills and knowledge needed to search and evaluate information effectively.

Conclusions The findings suggest that information literacy may be a factor in limiting the use of research information, exacerbating the perceived challenges of lack of time and lack of ready access to information sources. From an information perspective, teachers' use of research evidence is likely to be enhanced by greater development of information literacy; more attention to local information dissemination strategies; and the development of an information culture and ethos within schools.     

Feminine sexual desire and shame in the classroom: an educator’s constructions of and investments in sexuality education

ABSTRACT

Within the growing body of literature on sexuality education in South Africa, researchers have highlighted how teachers may face, or themselves be, barriers to the implementation of rights-based comprehensive sexuality education. Important issues with regard to educators are: firstly, the social and discursive space within which educators are located; and secondly, the complex emotional and psychic investments that educators take up within particular discourses and practices. This paper explores, through a psychosocial reading of an interview extract with a particular educator based in the Eastern Cape of South Africa, how discursive and psychic concerns are sutured within the complex subjectivity of the educator as the medium for sexual education in schools. Specifically, it highlights the numerous ways in which feminine sexuality and desire may be avoided, denied and silenced. Even when feminine desire is specifically evoked as in this case, it is done so in a way that ensures social and cultural respectability, thereby reproducing shame narratives that form and maintain traditional gender discourses. Our analysis demonstrates how engaging with educators as subjects with their own sexual history and psychic dynamics, and as individuals with raced, gendered and classed identities, is a potentially transformative perspective for effective sexuality education.