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.     

Being a teacher educator: professional identities and conceptions of professional education

Background:?In the context of Cyprus’ accession to the European Union (2004) and a noteworthy increase in immigration towards Cyprus, the Cypriot state was called upon to build more complete and coherent policies addressing culturally diverse educational settings. Cypriot education has historically enforced the nation-building project. However, since its accession negotiations to the EU, Cyprus received calls for harmonising its intercultural education to European standards.

Purpose:?This study aims to examine the content of intercultural policies in Cyprus, which have been initiated and/or developed by the national state and particularly the Ministry of Education and Culture. Furthermore, it explores the ways in which Cypriot policies are shaped by European influences, and the implications of this process for national constructs of intercultural education.

Sources of evidence:?We collected a purposive selection of thirty policy documents regarding intercultural education that were produced by the Ministry of Education and Culture in Cyprus. In addition, six Cypriot policy-makers working in the MEC's departments were interviewee participants. They were selected purposively according to the level of their involvement in the development of Cypriot intercultural policy.

Design and methods:?Data were coded to identify groups of concepts, issues, perceptions and behaviours and interrelationships within a theoretical model. Data triangulation contributed to the development of thematic categories that emerged from the data.

Results:?The analysis of the documentary evidence in this study suggests that the language of European policy has imbued the Cypriot socio-political environment with inclusive discourses enhancing intercultural education. Analysis in this study identifies that the Cypriot Ministry of Education and Culture maintains an assimilationist orientation in its broader educational goals, despite adopting such (inclusive) discourses.

Conclusions:?This study argues on the basis of this evidence that Cypriot intercultural policy appears symbolic, indicating ‘simulated’ development and implementation processes. Arguably, there remains a high degree of ambivalence towards the process of transformation needed to Europeanise intercultural policy in Cyprus.     

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.     

Implementing Educational Policy Change: implications for teacher professionalism and professional empowerment

Utilising findings of a research study which examined the role of teachers in the process of educational policy change, this paper notes that teachers tend to cast themselves, and are cast by others, in a dependency situation as regards policy interpretation and implementation. In the interests of teacher professionalism and transformative educational change, this paper advocates an emancipatory approach to educational policy change. This approach is conceptualised in terms of three key dimensions: professional confidence; professional interpretation and professional consciousness. The paper makes suggestions for a professional development programme through which to promote teachers’ understandings and capacities in these areas and thereby enable them to take an active part in their own professional empowerment.     

Mathematics teacher professional learning and teacher education practices

Journal of Mathematics Teacher Education -     

论高校教师的继续教育与专业化发展

继续教育是促进高校教师专业化发展的有效途径。当前,高校教师继续教育的问题已成为教育改革的重要内容。而解决这些问题,应处理好教师个人发展与学校发展的关系、科研能力与教学能力的关系、校外培训与校内培训的关系。     

Making sense of professionalism and being a professional in a Kenyan higher education context

The concept of the professional in the context of a rapidly expanding higher education sector in a developing country offers interesting insights into the values, attitudes and motivations of lecturers. The article charts the expansion of higher education and summarises the challenges that it faces. It goes on to examine through interviews with faculty (staff) in one private university in Kenya what they understand by professionalism, what constitutes professional (and less than professional) behaviour and whether they feel that the institution supports or militates against professionalism amongst the academic workforce. The findings suggest that their view is unproblematic and resides in their specialist knowledge and accompanying values and behaviours and is less concerned with status, autonomy or agency. Faculty are clear what a professional is and what constitutes professional behaviour, but appear to recognise and accept that this is a low-status profession where colleagues struggle to survive materially, often prioritise extra teaching for research and enjoy limited opportunities for professional development. The research suggests that Kenya, and other countries in a similar position, may well struggle to provide an environment where professionalism will flourish as staff face a range of challenges to grow and improve their higher education system.     

Postmodernist perceptions of teacher professionalism: a critique

This is an era of significant government involvement in schools in England, despite consistent rhetoric from the Department of Education to the contrary. In such a period, signs can be detected of the juncture between a postmodern identity and post-professional status, two models of teacher professionalism supposed in Hargreaves’ work on the fourth age of professionalism. This paper focuses on the former as the nature of the contemporary context. Defining features of postmodernity are considered through a focus on the broad issue of teacher professionalism. For this paper, this is embodied by teachers’ involvement with the development of the Primary National Curriculum for England. Evidence will be drawn from just before its 1988 introduction until 2013 in order to critique several of the key tenets of postmodernity as identified by Hargreaves. This is of particular importance in a context where a strong defence is necessary to enable the sustainment, and growth, of teachers’ professional autonomy. This paper aims to propose some strategies teachers could enact in the face of postmodern challenges.     

Restrictive physical interventions and teacher professionalism: a discussion

This article examines how the use of restrictive physical interventions (RPIs) for pupils within a social, emotional and mental health (SEMH) special needs primary school relate to teacher professionalism. The dialogue is written from the perspective of the headteacher of such a school. It is a personal response to the suggestion that teachers are sometimes reluctant to identify themselves as professionals, and examines the extent to which RPIs cast them as carers rather than educators. The discussion addresses the question: To what extent does the use of RPIs in a SEMH special needs school constitute an aspect of teacher professionalism, and what shape does this take? The work concludes with the suggestion that the use of RPIs transcends any debate about professionalism, and that those working in the SEMH field need to focus their attention on ensuring these acts are conducted in a manner that meets the needs of the pupils.     

Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education

The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.     

University-based initial teacher education: Institutional re-positioning and professional renewal

The emphasis on 'partnership' in initial teacher education is a matter not just of organisational structure but of professional practices and purposes. If universities are to remain key players in initial teacher education, they must support the occupational group that represents the sector's interests and values: university-based initial teacher educators. Currently, however, this occupational group is awkwardly positioned between competing sets of accountability demands and institutional requirements. This article argues that only by encouraging and sustaining the professional renewal of university-based initial teacher educators will the university earn itself a continuing place in the evolving story of initial teacher education. That renewal is dependent, in other words, not only on the institutional re-positioning of the university but also on its re-commitment to initial teacher education as a core activity; a re-commitment which, it is argued, must recognise professional learning as a major 'field' of study across professional domains.     

The teacher as manager in continuing and professional education

This paper presents a model dealing with the teacher as manager of self‐directed and interactive learning programs and discusses the value of this model for educators working within continuing and professional education contexts. It provides a framework for the planning, implementation and evaluation of learning programs which promote self‐directed and interactive learning and comprises an outline of phases of learning programs and the roles of teachers (and learners) in these programs.

Major goals related to the process of continuing and professional education today include: promotion of the learners’ ability to work and interact effectively together, fostering their commitment to lifelong learning and development of their self‐directed learning skills. The model presented in this paper is a means of promoting the achievement of these goals. It emphasises the development of skills of independence, self‐direction, interaction, communication, leadership, group membership and conflict resolution. Such skills can be transferred to the workplace to enable adults to accomplish their tasks effectively, achieve their goals, work co‐operatively in teams as leaders and team members and take greater responsibility for their work and continued learning.     

Identifying success in online teacher education and professional development

The rapid pace of technological innovation, along with the global fascination with the Internet, continue to result in a dominating call to integrate Internet technologies into higher education. As this practice has evolved in recent years, the field has learned much. However, pressing questions remain as to how online and hybrid (online and face-to-face) classes may support quality and success in professional development, teacher education, and professional schools' programs. This paper presents case study research that explores the dynamics and experience offered for a professor and learners participating in a hybrid-modeled classroom in teacher education. The conceptual discussion includes potentials and limitations to be considered in further dialogue, development, and research in this area.     

Video viewing in teacher education and professional development: A literature review

This article reviews the international literature on video viewing in teacher education and professional development. Two hundred and fifty-five articles were collected, summarized and categorized using a conceptualization that includes four aspects: teachers' activity as they view a classroom video, the objectives of video viewing, the types of videos viewed, and the effects of video viewing on teacher education and professional development. The findings in each of these aspects suggested three main questions that may profitably guide future research: How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom? How can we best articulate the diverse objectives of video viewing and the diverse types of videos in teacher education and professional development programs? How can we create a “continuum” between teacher education programs and professional development programs in such a way that video viewing becomes a routine, familiar professional practice able to produce the desired effects over the course of an entire teaching career?     

Redefining what it means to be a teacher through professional standards: implications for continuing teacher education

This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent national review of career-long teacher education. That review called for a reprofessionalisation of the teaching profession and the revision of the standards was an element of this process. Scotland is utilised as a lens through which one country’s response to international trends is viewed, with a focus on ‘teacher leadership’ and ‘practitioner enquiry’ as policy endorsed sets of practices. The analysis demonstrates the complex and contested nature of these terms and the tensions posed between the need to meet professional standards as part of teacher education and aspirational dimensions of the current policy project of reprofessionalisation. The article concludes by considering the implications for continuing teacher education.     

Placement schools as professional learning communities in teacher education

This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts.     

面向21世纪的高等职业技术师范教育研究

高等职业技术师范教育作为我国师范教育体系的重要组成部分,其教学内容和课程体系既要顺应高等教育改革的总趋势,又要体现自身特色,这是关系到职技高师生存与发展的基础与前景。