Negotiating teacher professionalism: governmentality and education reform in Hong Kong

This research investigates how the Hong Kong state controls and disciplines the education sector through the regulation and manipulation of discourses. The authoritative narratives are that some schools are failing the students and parents for not being able to provide quality education, and that these schools are not subject to public scrutiny while spending public money. This article seeks to understand the role of such narratives in neoliberal politics and the marketisation of education which lead to governance in the form of initiatives in school quality assurance mechanism; how different actors (Education Bureau, Professional Teachers' Union and individual teachers) are involved in the process; how they negotiate this governance of education; how such governance transforms the self-perception of teachers as well as the perception of teachers by others; and how teachers interpret, appropriate and resist such discursive power.     

论教师专业性的提升

讨论教师专业性的提升,必须对教师专业性的概念进行澄清。对理想型、社会建构型、行动型等各种关于教师专业性认知取向的分析表明,必须对教师专业性议题进行批判性反思,找出各种束缚教师主体性发挥的制度性和意识形态上的因素,才能确定教师专业性提升的起点和方向。     

Professional identity and educational reform: confronting my habitual practices as a teacher educator

This essay explores my role as a teacher educator within a changing policy and curriculum landscape, including managerial attempts to define acceptable educational ‘outcomes’ and other globalising pressures to regulate education. I interrogate my professional knowledge and experience as a teacher educator, raising questions about the adequacy of my support for student teachers as they enter this new landscape. I conceive the key challenge facing me at the moment as a challenge to my professional identity that requires me to find new ways of understanding and talking about my work (cf. Teaching and Teacher Education 19(1) (2002) 5). The essay might be read as a ‘self study’, in which my ‘self’ is conceived as a function of the networks or relationships in which I operate as a teacher educator and the larger structures that shape my professional world.     

浅析教师专业发展与教师专业化

厘清教师专业发展与教师专业化的基本概念,比较两者涵义的异同,这有利于明晰教师专业发展与教师专业化的内外联系,有利于探索实现教师专业发展与教师专业化的基本模式.     

教师专业化背景下培养师范生语言能力的策略研究

语言是教师教育教学的重要媒介,教师专业化对教师教育教学能力提出更高要求.以提高语言能力为抓手,可以带动教师教育教学水平的提高.实现教师专业化.师范教育作为教师专业化的第一阶段,应为师范生从教能力打下坚实的基础.目前师范生语言能力与教师专业化要求有很大距离,师范院校应根据师范生语言能力存在的不足,采取有针对性的策略、措施培养师范生的语言能力.     

音乐教师教育专业化存在的问题与对策研究

近百年来,我国音乐教师教育在办学机构、政策法规、课程设置等方面做了大量的基础性工作,但距离专业化标准要求还有很大差距。如办学单位专业水准低、法规建设不够健全、课程设置不够合理等。重新评估音乐教师教育办学单位、继续建立健全音乐教师教育法规、尽快全面实施科学合理的课程方案等,是加快我国音乐教师教育专业化进程、提高其专业化水平的当务之急。     

Inquiry identity and science teacher professional development

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning.     

Constructs of teacher professionalism within a changing literacy landscape

This paper argues that the work of teachers in England's primary schools has been reconstructed. It is proposed that the literacy curriculum has been a major factor in this reconstruction. The paper suggests that the purposes of literacy today have been determined by policy makers, and that the nature of policy texts has changed, hardened, into specific requirements. It argues that the role of the policy driver has been fundamental in this era, influential in the contexts of policy making, policy text production and teacher training. The paper develops by proposing that there is an emerging model of professionalism today largely determined by two key figures: the Policy Driver, and the Practice Driver, or Headteacher. These two figures are at the meeting place of policy and practice and assume the mantle of ‘reality definers’ for the process of literacy education in English primary schools.     

主体性教师：教师教育的反思与变革

确立主体性的教师教育观念,建立一体化的教师教育体制,创建主体性的教师教育过程,实行主体性的教育管理方式,是主体性教师素质的培养要求。本通过主体性教师的概念界说、教师教育的现实反思和改革构想,旨在探寻我国教师教育改革与发展的途径与方法。     

基于多元模式与课程的英国教师专业化发展探析

英国教师教育发展是一个从初级到完善的过程,主要体现在教师教育模式从单一化到多样化,教师教育课程从统一化到层次化,不但满足教师培训的数量要求,而且切实提高教师培训的质量,其变革的主要目的就是建立在多元层次架构之上的教师专业化。进入新世纪,随着英国教师教育的改革以及校本教师培训的进一步发展,英国教师教育形成了当下以多种类型的教师培训机构和多种层次的教师培训课程为基础的专业化教师教育系统,既适应了英国不同地区、不同层次的培训需求,又促进了中小学教师的职业发展,为未来英国教师教育指明了发展方向。     

大学生科研能力的培养与教师专业化发展的实践探索

教师专业化发展已成为当代教育领域师资队伍建设的强劲浪潮。社会的不断发展，对教师队伍的素质要求也越来越高。未来的教师队伍不仅需要具备高质量地完成教学任务的能力，还需要具备娴熟的科研能力。加强对大学生科研能力的培养，有助于推动教师专业化发展。     

Perform or else: the performative enhancement of teacher professionalism

The Singapore Ministry of Education's Enhanced Performance Management System (EPMS) was instituted in 2005 as a system of professional accountability to enhance the standards and stakes of teacher professionalism in schools. This essay explores how the EPMS, with its underlying paradigm of performance management, functions as a “technology of discipline” within the political economy of teacher professionalization in Singapore. The analysis centres on the discursive mechanisms of a standardized appraisal instrument known as the Work Review Form. Applying speech act theory via the insights of J.L. Austin and J. Butler, I argue that teachers' professional qualities are not only described and prescribed but also produced by the appraisal protocols of the EPMS – a process contingent on the discursive performativity of the Work Review Form. Implicated in this notion of performativity are the rhetorical manoeuvres by which teachers perform “on paper” under the pressure to perform. Such performance pressures point to a range of ethical ambiguities surrounding the “enhanced management” of teachers' work under the profit-motive of performance excellence.     

终身教育与师范教育变革

21世纪对我国教育充满挑战,师范教育更是首当其冲,目前的师范教育不能适应中国教育未来发展的要求。兴教育,必先强师范。21世纪对师范生的要求更高。它呼唤着培养教师,最终担负起培养整个社会人才质量的师范教育做出改革性的应答。终身教育顺应了20世纪后期世界经济社会发展和科技进步的潮流,从而在国际社会形成了越来越广泛的共识,得到了各国特别是发达国家的积极响应。     

Patterns for reform in American teacher education

Public accountability in America has led to the reform of teacher preparation. A competency-based fieldcentered approach is emerging. The two major processes for achieving reform are the development of alternative teacher education institutions and the conversion of existing ones. The political and educational aspects of each process are considered.

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Résumé La réforme de la formation des maîtres aux Etats-Unis a été amenée par le développement de l'idee de responsabilité publique. On remarque l'élaboration d'une approche fondée sur la compétence pratique. Les deux principaux facteurs de cette réforme sont le développement d'un nouveau genre d'établissements pour la formation des maîtres et la transformation de ceux qui existent actuellement. Cet article fait l'exposé des aspects politique et éducationnel de chacun de ces facteurs.

     

Tracing one teacher candidate's discursive identity work

Drawing on the work of one teacher candidate, I demonstrate what can be learnt about the process of discursively constructing a teacher identity through the close study of written plans and portfolios. This teacher candidate positioned herself differently over time in relation to discourses from her teacher education programme about the importance of using detailed knowledge of students to guide planning and instruction. In the end, she downplayed specific information about students, arguing students' interests were “worthless.” The findings have implications for the ways teacher educators work with teacher candidates around artefacts of practice.     

A dialogical approach to conceptualizing teacher identity

In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous assumptions on singularity or sameness of teacher identity. The emerging theory of dialogical self in psychology offers a more elaborate approach to teacher identity, conceived of as both unitary and multiple, both continuous and discontinuous, and both individual and social. Based on this approach, teacher identity is re-defined and implications for research are identified.     

Becoming a teacher: encouraging development of teacher identity through reflective practice

Models of learning to teach recognize the important relationship between university and school settings. The roles that educators in each setting play in the development of effective beginning teachers are not discrete. Rather they complement and support one another. Building upon existing literature, and utilizing recent data, this paper challenges teacher educators to consider how pre‐service teacher core beliefs and perceptions affect the dynamics of learning to teach and the establishment of a teacher identity. To facilitate these, it is argued that a consultative mentoring model that acknowledges individuality is more effective in the growth of teacher identity than the more traditional supervision model that focuses mainly on socialization. Reflective practice is promoted as crucial and its development is the responsibility of all teacher educators—both at university and in the schools.