An asset-based perspective on prospective teacher education

Journal of Mathematics Teacher Education -     

A Vygotskian perspective on parent–child talk during iPad story sharing

This study explores the themes in the talk of two mothers and daughters as they share a self‐created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent–child exchanges. A deductive–inductive thematic analysis identified three recurring themes in the parent–child talk: realistic fiction, scaffolding variations, and engaged players and objects of ‘play’. The themes suggested that Vygotsky's theory has particular relevance in exploring the learning processes facilitated by the iPad app. In addition, however, post‐Vygotskian theoretical frameworks were helpful in capturing the dynamic co‐construction of the authentic and multimedia stories parents and children shared.     

Issues and trends in teacher education in international perspective

Abstract

Many education systems worldwide have undergone major reforms over the last two decades or more. Educational reform cannot take place without major consequences for teacher education. This article focuses on the way teacher education has responded to education reform in two countries, namely the United States of America and England. In the former, the reform efforts were widespread but each endeavour was guided by different priorities. In particular, the trend towards Professional Development Schools has been viewed as encouraging but ultimately their success must be measured by longitudinal research over a period of time. In England the reform movement can be described as a shift towards school-based training of teachers with schools as the lead partners in educating novice teachers. The experience of these countries has particular relevance for the South African education system. It shows that what is needed is a revitalisation of research on teacher education. Successful teacher education institutions and programmes share distinct features, inter alia, a clear shared vision of good teaching, well-defined standards of practice and performance, intensively supervised practical experiences, and strong relationships between training institutions and reformminded local schools.     

Exploring student teachers' motivation change in initial teacher education: A Chinese perspective

Informed by a multiple, integrated perspective on teacher motivations, this study explores ten student teachers' motivation change throughout a pre-service language teacher education program in China. Drawing on data from the participants' personal reflections, focus group interviews, and individual interviews, this study reveals how the participants' motivations were shaped and reshaped through their professional practice and social interactions in relation to their self-efficacy, outcome expectations, professional autonomy, and social support in their learning context. This study concludes with some implications for policy makers and teacher educators on how to cultivate and promote pre-service teachers' motivations and commitments towards teaching as a life-long career.     

A social perspective on teaching and learning in the context of computer-mediated communication in teacher education

Abstract

In a context where ever greater emphasis is placed on the need to exploit the potential of information and communications technology, this article argues the need for a theoretical underpinning to such developments. In higher education, the emphasis is often placed on the assumed improved cost-effectiveness associated with ‘flexible’ and ‘independent’ student learning as one of the major benefits, although such notions as flexible and independent learning tend to be taken for granted. It is argued further that even where benefits to learning are emphasised, these are often founded on relatively impoverished views of learning. Often such views fit with a technocentric and positivist perspective on learning, emphasising as they do individualism, information delivery and a limited role for the tutor. This article outlines an alternative theoretical perspective based upon Vygotskian social psychology, activity theory and social practice. Such a perspective is characterised by an emphasis on interaction, communication and collaboration. Learning itself is seen as an aspect of participation in communities of practice, in which the human relationships between teachers and students are seen as fundamental. The theory is exemplified with reference to the use of computer-mediated communication in teacher education using FirstClass computer conferencing software.     

A perspective on due process in teacher evaluation

A perspective on due process in teacher evaluation     

PLC视域下的中外教师发展对比研究

西方发达国家对PLC的研究证明了其对于教师的知识认知、教学合作以及教师创新精神与反思能力的提升。我国在这一领域的探讨尚处于初级阶段。PLC视域下西方发达国家教师发展对我国的启示主要在于：以PLC为核心确立学校的共同愿景;打破传统的行政管理体制,增强教师专业自主权;加强自然合作型教师队伍建设。     

The mediation of teaching and learning processes through identity artefacts. A Vygotskian perspective

The aim of this paper is to address the teaching and learning processes in schools from a Vygotskian perspective based on the notion of identity artefacts (IAs) which, for our purposes, consist of documents created by the learners about themselves, in which they try to capture all the things that make sense and are meaningful to them and which, subsequently, can be used by teachers to work on curricular and pedagogical content. We conceptualise the notion of the identity artefact from the broader notions of mediation and cultural artefacts. We also provide a critical analysis of some examples of IAs.     

中国师范教育百年简论

20世纪,中国师范教育发展经历了由设置独立的“定向型”师范体系向设置多元的“开放型”教师培训体系的过渡,尽管过个过渡才刚刚起步,但陈旧落后的教师培训理念严重阻碍了中国师范教育的发展,延缓了向多元“开放型”教师培训体系过渡的进程。导致这一现象的原因,除了中国传统文化中对教师行业的经视外,师范教育本身的专业化程度过低也是一个重要因素。面对教师专业化的世界趋势,中国师资培训该向何处去,是今天教育改革中值得深思的问题。     

高师院校教师教育存在的问题与对策

教学计划是学校教育教学过程中的指导性文件,如何制定和实施教学计划直接影响人才培养的质量。针对高师院校教师教育存在的问题,应通过改革师范生的教学计划来解决。