In what ways are teacher candidates being prepared to teach about the environment? A case study from Wisconsin

There is an urgent need for primary and secondary students to develop awareness, knowledge, attitudes, and an environmental ethic necessary to undertake environmental issues and problems. The need to adequately prepare teachers to teach about the environment, and the challenges the field of environmental education (EE) faces lead us to the research question: In what ways are teacher candidates being prepared to teach primary and secondary students about the environment? Using a case study approach of the 33 teacher education programs in Wisconsin (USA), we explored the ways in which EE is integrated into teacher preparation. Surveys, interviews, and the analysis of course documents (e.g. syllabi, assignment sheets) were used to identify two primary ways in which EE is being integrated – courses and activities. After examining the commonalities among programs that are doing more than typical (such as using multiple ways to include EE or having high quality EE), we explored the role organizational resources – material, human, and social – play in teacher education programs.     

How well prepared are pre-service teachers to teach early reading? A systematic review of the literature

Abstract

This review examined studies that had addressed opinions of pre-service teachers (PSTs) concerning their preparedness for teaching early reading skills to all students, the extent of their content knowledge, and their attitudes towards code-based and/or meaning-based approaches to early reading. From the limited amount of research available, it would appear that although most PSTs were confident in their ability to teach early reading skills, they had reservations regarding their ability to teach children who struggle to learn to read. In addition, even though the majority of primary and early childhood PSTs favoured a code-based approach to teaching early reading, many lack both the necessary knowledge, and the confidence, to implement such an approach. A more comprehensive investigation across teacher training institutions is needed to confirm these findings.     

Getting to the root of the matter: pre-service teachers’ experiences and positionalities with learning to teach in culturally diverse contexts

Cultural Studies of Science Education - This study investigated the experiences of a group of pre-service secondary science teachers in learning to teach in culturally diverse contexts. The...     

Why do student teachers enrol for a teaching degree? A study of teacher recruitment in Portugal and Sweden

This paper reports on findings from an exploratory study carried out in Portugal and Sweden, concerning student teacher recruitment to Initial Teacher Education (ITE) programmes. It addresses issues such as the motivations and expectations of the student teachers regarding the teaching profession. Drawing upon existing related literature, a questionnaire was designed and sent to student teachers in Portugal and in Sweden. In total, 112 and 157 student teachers participated in the study, respectively. Data suggest a given profile of a student teacher making it possible to analyse some of key characteristics in both countries. The comparison between countries in combination with suggestions and recommendations from student teachers indicate that the recruitment process may be supported if the information about the design, content and the aims of ITE programmes are clarified and made explicit.     

A new equity deal for schools: a case study of policy‐making in Queensland,Australia

In this paper we draw on concepts from policy sociology to analyse the new equity deal for schools in Queensland, Australia. We examine this ‘new deal’ through an analysis of the language of ‘inclusion’ and ‘educational risk’ in key policy documents associated with a major reform of public education in Queensland. In addition, we analyse the interview talk of key policy actors involved in policy framing, carriage and monitoring. We note that globalism has increased rather than reduced social inequity. At the same time, good quality accessible education can play a crucial role in challenging the inequalities produced by global informationalism. In Queensland, Australia, equity is still on the agenda, but in radically new neo‐liberal economic ways. The focus is individualistic—each individual needs to be tracked because they are potentially ‘at‐risk’ of ‘school failure’. Identification of ‘at‐risk’ students has been devolved to the level of the school and district, and intervention strategies have to be devised at the local level. Stories of success are then to be shared/networked with other schools. We suggest that while ‘target group equity’ strategies were limited in terms of addressing issues of social exclusion and inequity, the new deal on equity, a market‐individualistic approach is an inadequate alternative.

In tough times you stick together. … This was Labor’s ‘inclusive’ society: a social democracy sustained by the wealth‐generating power of free markets and economic integration with the world economy, and made strong by a practical ethic of social cooperation and fair distribution. (Watson, 2002 Watson, D. 2002. Recollections of a bleeding heart. A portrait of Paul Keating PM, Sydney: Random House.  [Google Scholar], p. 316)     

Raising awareness of uncertainty: A useful addendum to courses in the history and philosophy of science for science teachers?

A brief consideration of the need for courses in the history and philosophy of science (HPS) for science teachers is followed by the development of a suggested addendum. The rationale accepts the developmental argument that a conscious awareness of personal uncertainty of explanation provides the motor of change needed to involve science teachers in thinking critically about the nature of their subject. Following the technique pioneered in a different context by Acredolo and O'Connor (1991), the addendum is developed as a test procedure fostering the expression of uncertainties in relation to important questions about science. Using questions designed to serve our specific purposes, a form of the test is trialled on a small group of science teachers attending courses in a Graduate Certificate in Science Education, and the results used to stimulate and promote their discussion of some critical matters concerning the nature of science.     

A study of the difficulties of care and support in new university teachers’ work

This paper discusses some findings from a small‐scale qualitative study involving ‘new’ teachers in a medium sized, regional English university. Using Grounded Theory methods to inform and guide the research, the study explores participants’ views on working as both teachers and researchers whilst also managing considerable amounts of ‘caring work’ with a diverse body of students who often need academic and pastoral support in excess of that assumed within the university academic timetables or support networks. The voices of these teachers suggest that care is an overlooked aspect of university teachers’ work, yet it plays an important part in maintaining their and their students’ sense of scholarly endeavour. Further, our findings suggest that within the university at large there is a ‘discourse of difference’ in the way that many academics conceptualize and represent the student body and students’ needs to be supported. This discourse impacts on the development of new teachers’ identities and aspirations. Some implications of these findings for implementing strategies for supporting teachers to develop both academic and pastoral roles within universities are discussed.     

In-service teachers’ attitudes,concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers

The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond.     

A comparative analysis of national media responses to the OECD Survey of Adult Skills: policy making from the global to the local?

The Organization for Economic Co-operation and Development’s (OECD) Programme of International Assessment of Adult Competencies (PIAAC) is put forward as a landmark development in the lifelong monitoring and international comparison of education. The first round of PIAAC’s Survey of Adult Skills compared performance in literacy, numeracy and problem solving in technology-rich environments across 24 countries. However, the translation of any OECD agenda into national policies is mediated by many actors, including the media. This paper examines and compares how the national media of Japan, England and France reported on the PIAAC results of their countries and the extent to which these reports mirror key messages from the OECD’s Country Notes. It begins to trace how the OECD PIAAC agendas materialise into national policies. Although their role in this initial period was limited, we argue the roles of the media together with other policy actors must be monitored as they interact to shape possibilities for sustainable adult education policies.     

Who teaches English learners? A study of the quality,experience, and credentials of teachers of English learners in a new immigrant destination

Using data from North Carolina, a new immigrant destination, we estimate differences in the quality, experience, and credentials of teachers of English learners (ELs) and teachers of native English speakers. We find that ELs are systematically assigned teachers who are more likely to have a related credential, experience teaching ELs, and experience teaching overall but who are less likely to have earned accomplished or distinguished principal ratings and who have lower value-added scores. Results suggest that school leaders assign ELs to teachers whose experience or training suggest they are prepared to support this population, but who are less effective.     

Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms

This study uses the framework of professional competence to investigate the relationship between two cultural beliefs, multiculturalism and colorblindness, and different aspects of professional competence for teaching immigrant students. Results from path model analyses with 433 beginning teachers showed that participants with multicultural beliefs reported higher motivational orientations (self-efficacy and enthusiasm for teaching, and more integrative career motives), more positive values (lower agreement with negative stereotypes), and more reported willingness to adapt their teaching. Colorblind beliefs showed no relationships to the former constructs and were negatively related to reported willingness to adapt teaching to culturally diverse students.     

Beacons of light,rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times

This paper reports on a case study of a “lead literacy teacher” initiative in one Canadian province. This initiative is related to a “minority world” trend in teacher in-service that seeks to develop “experts” in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a “train-the-trainer” model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy.     

Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school

This study explored teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition from Reception to Year 1. Data were collected through interviews with one Early Years Foundation Stage (EYFS) teacher and one Year 1 teacher in the same setting. A questionnaire distributed to Year 1 children (n?=?23) provided supplementary data. Findings revealed that teachers and pupils were aware of pedagogical discontinuity in the transition from EYFS to Year 1. Teachers attributed pedagogical discontinuity to the constraints of the National Curriculum. Pressures to ensure children are ‘school ready’ also have implications for bridging pedagogical discontinuity through play.     

Where to now for early childhood care and education (ECCE) graduates? A study of the experiences of Irish BA ECCE degree graduates

International definitions of early childhood locate the field with the care and education of children between birth and six years. In Ireland, this definition applies to both pre-school and the infant classes of primary school. While primary school teachers in Ireland must hold a Bachelor of Education degree, there is no minimum training requirement for those working within the early childhood care and education (ECCE) sectors in crèches, pre-schools and so on. Consequently, the ECCE sector is characterised by a mix of trained, semi-trained and unqualified teachers. Many third-level Colleges, Universities and Institutes of Technology offer a degree programme in ECCE. One such college is Mary Immaculate College, offering a BA degree in ECCE since 2003. Drawing upon a BA ECCE Graduate Occupational Profile Survey, distributed to all graduates from the programme between 2007 and 2010, this paper explores a graduate's experiences with regard to their experiences of working within the ECCE sector. Although the majority of respondents were gainfully employed within the sector, the overarching finding across all graduate cohorts from 2007 to 2010 was that in Ireland, ‘ECCE is an undervalued under-appreciated profession’ (2009 graduate).     

How does writing for publication help professional development of teachers? A case study in China

Publications by teachers reporting results or case studies of school-based teacher inquiry activities benchmark their professional development by indicating they have a ‘stance of inquiry’. Such papers also disseminate valuable knowledge to the education community for sharing. Essay or case writing has always been a part of school-based teacher learning in China. The small-scale qualitative study reported here examines the impact of producing publications on the professional development of teachers within the context of educational reform. Findings show that producing publications contributes to teacher development in three ways. First, an expanded knowledge base gives the teachers new understandings of student-based learning. Second, teachers obtain insight into their practices by making their tacit knowledge explicit. Third, teachers have a sense of achievement by theorising personal experience. Publications serve as ‘boundary objects’ which can potentially help teachers achieve and develop their professionalism by disseminating individual knowledge into the public knowledge domain with transformative learning. Such developments, however, normally tend to focus on expanding local pedagogical practice. More emphasis on the notion of ‘teachers as researchers’ through critical reflection may help teachers perform as transformative intellectuals whilst searching for ways to retain teachers’ voices in their written publications.     

Taking and teaching the test are not the same: a case study of first-year teachers’ experiences in high-stakes contexts

Background: Policymakers’ use of high-stakes exams to improve students’ academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts combined with their experiences in their own classrooms affect novices’ induction into the field of teaching has not been fully examined. Aim: This article presents findings from an investigation into the experiences of two first-year teachers who were educated and trained to be teachers in the same high-stakes education system in which they taught. It examines how these first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. Methods: This qualitative case study centers on the experiences of two first-year teachers working in the same high-stakes standards-based accountability teaching context in which they were educated – the case. This study provides insight into the issue of how novices’ familiarity with high-stakes reform combined with their experiences in their own classrooms impacts their conceptions of their teaching and their tenure in the field. Outcomes: The findings from this case study reveal how policymakers’ high-stakes reforms impacted the development of these novice teachers in significant ways. Not only did they have to learn how to teach as they taught, but they also had to ensure they were teaching all of their students to pass the high-stakes exams. Their varied experiences also demonstrate how these high-stakes exams can ‘test’ beginning teachers out of the classroom. Conclusions: These findings demonstrate that first-year teachers’ familiarity with policymakers’ high-stakes reforms is not enough to prepare them for the expectation that they immediately improve students’ academic achievement on high-stakes exams. Such findings not only challenge what it means to be a educator in these contexts, but they also shed light on how larger political and economic forces impact the teaching and tenure of novices. To support new teachers, teacher educators and mentors should rethink the education and induction processes while helping novices understand as well as prepare for the role context plays in their teaching and development as professionals.     

Resistance to classroom observation in the context of teacher evaluation: teachers’ and department heads’ experiences and perspectives

This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for classroom observation. The findings show that respondents regarded classroom observation as an inadequate teacher evaluation instrument. It was also viewed as one of the features of the teacher evaluation system that least contributed to the teachers’ professional development. Department heads felt torn between their intermediate management role as teacher observers and their professional role as teacher peers. Cultural norms of individual professional autonomy that regulated relations among colleagues prevented department heads from using information, gathered through classroom observation, to nourish in-depth professional discussions about concrete educational practices.     

Justice,practice and the ‘Real World’: pre-service teachers’ critically conscious visions for teaching amid the complexities and challenges of learning to teach

Stemming from a problem of practice in the author’s justice-oriented social foundations course, this article investigates the relationship between pre-service teachers learning critical conceptual tools about justice and equity, and the ‘problem of enactment’ of leveraging that learning in their practice. Drawing on a theoretical framework linking Social Justice Teacher Education (SJTE) and Practice-based teacher education (PBTE), this study employed practitioner research methodologies and critical qualitative research methods to explore how pre-service teachers themselves negotiated the intersection of justice and practice. Three inductive findings emerged: they conceptualized professional visions oriented toward the ‘bigger picture’; the complexities of teaching complicated living these visions in practice; and their status as novice practitioners mediated their readiness to integrate justice and practice. The article concludes with a discussion of lessons learned for connecting justice and practice in social foundations specifically, and possibilities for convergence between SJTE and PBTE more broadly.     

Using an instrument to analyse competence‐based study programmes: experiences of teachers in Dutch vocational education and training

Competence‐based education is becoming increasingly popular. Competencies are used more and more as the starting point for designing curricula and instructional methods, especially in vocational education and training, to realize authentic and self‐steering study programmes. Despite its popularity in both research and educational settings, there is no shared understanding of what competence‐based education should look like. Earlier work developed a model for competence‐based education that outlines eight features that are important for competence‐based education. This paper presents a study designed to determine the extent to which the model for competence‐based education can be understood and perceived as useful by teachers in vocational education and training in the Netherlands. The study included 12 teams of teachers in the process of designing or re‐designing their study programmes to be more competence‐based. Teachers reported that the instrument helped them understand the state of affairs of their study programmes, and empowered them to make decisions about the extent to which they want to make these programmes more competence‐based.