Moral education: dilemmas for the teacher

ABSTRACT

The paper examines recent developments in food‐focused education following the implementation of the 1988 Education Reform Act. Drawing on data from an ESRC‐funded project on Teaching and Learning about Food and Nutrition in Schools (1993‐4), the paper explores evidence which demonstrates a marginalized and fragmented curriculum for food, and considers its implications. The paper comprises two sections. The first focuses on literature and curriculum documentation available at the start of the research and examines the formal corpus of school knowledge about food. This informs the second section which draws on data collected during case‐studies of four English secondary and primary schools and on what the data tell us about the food curriculum and its implications for transmission in the case‐study schools. Specific examples highlight issues of diversity, ambiguity and contradiction in implementation. Conclusions emphasize the need for greater curriculum coherence in policy and practice and for a reassessment of the framing and interpretation of food knowledge and skills. In the absence of systematic evaluations, schools continue to replicate rather than challenge the contradictions in understandings about food use which are documented features of the adult population in general.     

The promise of experiential education in teacher education: transforming teacher beliefs and practices

Building from the theories of Dewey and Kolb and Fry, we sought to examine the impact of experiential education in teacher education on teacher beliefs and practices. The teacher education model described in this article sets out to challenge the seduction of the apprenticeship of observation and create an opportunity for in-service teachers to re-imagine their teaching in concrete and transformative ways. Immersed in a weeklong experiential residency in either the mountains or at a local environmental education farm, the teachers in the study were challenged physically, intellectually, socially, and emotionally in and through the experience. The experiential work ultimately led to changes in teacher participants’ beliefs and practices related to teacher and student roles and potentialities. Although challenges exist for this type of practice in K-12 classrooms and in teacher education, experiential education has a significant potential to change the way teachers think about and act in their practice.     

Developments of Education in The Netherlands

The purpose of this article is to describe the broad lines in which education has developed in the recent past in The Netherlands. We shall also refer to developments in other highly developed countries. The recent past contains in embryo a good deal of the future. Thus this introduction, however incomplete it may be, also comprises a reconnaissance, so to speak, into the future.     

In-service teacher training for agricultural education in the Netherlands: From supply to demand

This article reports the results of research on in-service teacher training in agricultural education in the Netherlands. Seven agricultural education centres (in Dutch: AOCs) and six institutes which are involved in in-service teacher training participated in this research. The data were collected by way of structured open interviews with persons (N = 16) responsible for the in-service policy of their organization. The Dutch government has changed the rules concerning in-service teacher training. The in-service budget has been transferred from in-service training institutes to schools. Accordingly, a new situation has arisen, for both schools and in-service training institutes. Schools will have to show a more active in-service policy than before; in-service training institutes can no longer offer schools in-service training activities which they deem necessary. More than in the past these institutes have to meet the in-service training needs of schools. In literature this is called a shift from a supplied to a demanded in-service training organization. This research has been carried out in order to gain insight into the way the institutes involved will organize their in-service policy in the near future, and, as a result, to give recommendations to help these institutes to make these policies. At this moment it appears that agricultural education in the Netherlands lacks certain fundamental conditions in order to achieve professional growth of teachers.     

The mathematics teacher in shadow education: a new area of focus in teacher education

Journal of Mathematics Teacher Education - This paper presents a discussion on a new focus area in mathematics teacher education, namely the mathematics teacher in shadow education (SE mathematics...     

The funding of universities in the Netherlands: Developments and trends

Recently, the Dutch Minister of Education, Culture and Science proposed that the funding system of Dutch universities be drastically altered by introducing a system of capacity funding. The intention is to abandon the current (direct) student dependence in funding and, instead, to offer a stable, long-term funds perspective. If this capacity funding is actually adopted, a trend break in the funding system of higher education and research in the Netherlands will occur.This article describes the developments in the funding of Dutch universities over the past decades and the (expected) developments for the future. With regard to the near future and in addition to the capacity funding intended the author will also discuss other developments anticipated by him.It will be shown that during the last forty years four generations of funding models have been used in the Netherlands. Soon the changeover to the fifth generation will possibly be made. A number of issues will be discussed, such as the introduction (and enlargement) of lump sum funding, elements of output funding (performance based funding) and competition on the basis of quality.First, some basic characteristics of funding systems in general will be presented. They will be used to analyse the relevant developments in the Dutch higher education allocation systems.     

Examining teacher ethical dilemmas in classroom assessment

The current spotlight on assessment in education raises ethical issues as practices evolve. This study documents ethical conflicts faced by teachers in the United States regarding assessment of students. Critical incidents generated by practising teachers revealed a majority of reported conflicts related to score pollution, and conflicts frequently arose between teachers’ perceptions of institutional demands and the needs of students. The most frequently mentioned assessment topics causing conflict included grading, standardised testing, and special populations. These findings suggest that explicit guidelines for defining and avoiding unethical behaviour would be helpful to teachers in developing their assessment practices.     

Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in Pakistan

Globalization in higher education and the replacement of state funding of universities with “revenue substitution” strategies in western countries have resulted in an increasing number of universities in these countries participating in what has come to be known as transnational knowledge transfer without being better informed about the cultural contexts in which this knowledge is applied, resulting in many program failures and resistance in the recipient countries. One reason for this neglect is the difficulty involved in identifying which aspects of culture to select for study before implementing educational innovations in a recipient country. The study reported in this paper was undertaken as a curriculum inquiry to identify those aspects of culture, which affect, influence or mediate curriculum, pedagogy and teacher learning in South Asia, where an increasing number of western expatriates are engaged in international curriculum work. Three aspects of culture—namely, concepts of self, discursive practices and indigenous approaches to learning—which emerged as having significant influence on curriculum and teacher learning, and may help expatriate educators to provide educational experiences that are grounded in the cultural realities of South Asia are discussed. The paper draws briefly on post-structural, postcolonial theories, and enunciations of critical pedagogy to reflect on culture, education and resistance in international academic relations.     

The case for interprofessional education in teacher education and beyond

In many PreK-12 school environments, individuals with a variety of professional identities and roles provide services to students. Typically, these individuals are trained with minimal interaction with each other, yet they must work cooperatively with each other in the schools. Interprofessional education (IPE) provides a model whereby students in different disciplines learn to collaborate. This article describes the origins and current status of IPE in the health professions; suggests strategies for applying IPE to educator training; describes a promising example IPE project involving two distinct school-based professionals, pre-service special educators and school counsellors in training, including outcomes documented through student reflections; and offers implications for implementing and sustaining IPE in schools of education.     

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。     

The outcomes question in teacher education

This article begins with the premise that it is possible to trace teacher education development and reform in terms of the major questions that have driven the field and the sometimes competing ways these questions have been constructed, debated, and enacted in research, policy, and practice. The author argues that currently “the outcomes question” is driving teacher education. Generally, the outcomes question includes debates about what impacts teacher education should be expected to have on teacher learning, professional practice, and student learning as well as debates about how, by whom, and for what purposes outcomes should be documented, demonstrated, and/or measured. The article identifies three major ways that the outcomes question in teacher education is being constructed in the research literature, the policy arena, and the media: outcomes as long term impact, outcomes as teacher test scores, and outcomes as professional performance. Each of these is analyzed in some detail, drawing on related analyses from policy and teacher education practice. Finally the article suggests several concerns about how the outcomes question is being constructed in teacher education, questioning some of the viewpoints that are being legitimized or undermined and drawing particular attention to the impact of these for a just and democratic society.     

The Bachelor's thesis in teacher education

The theory‐oriented approach to the final thesis in higher education is still dominant at the Master as well as Bachelor level. We believe, however, that at the Bachelor level a practice‐oriented approach would be more appropriate. Our research as presented below explores the possibilities of a practice‐oriented approach to the Bachelor's thesis in teacher education. Semi‐structured interviews form the basis for a grounded theory regarding the various current final thesis models and the conditions in which these have to be realized. The conclusion is that the portfolio as final thesis proves to be a satisfactory practice‐oriented alternative to the highly criticized traditional final thesis.

L'approche privilégiée pour la réalisation du mémoire de fin d'études dans les formations supérieures du Master et du Bachelor est encore toujours une approche théorique. Pourtant nous croyons que pour le niveau Bachelor, une méthode orientée vers la pratique serait plus appropriée. Notre étude explore les possibilités d'une méthode orientée vers la pratique pour les mémoires de fin d'étude des Bachelors dans la formation initiale des professeurs. Des interviews semi‐structurées constituent la base pour l'élaboration d'une théorie sur les différents modèles des mémoires de fin d'étude et les conditions dans lesquelles ils doivent se réaliser. La conclusion est que le portfolio comme mémoire de fin d'étude s'avère une alternative orientée sur la pratique satisfaisante pour le mémoire final traditionnel beaucoup critiqué.

El método del ‘enfoque téorico’ de la tesina en la enseñanza superior del Master y del Bachelor todavía es el más utilizado. Sin embargo, pensamos que en el nivel del Bachelor, un método enfocado hacia la práctica sería más apropiado. Nuestro estudio explora las posibilidades de un método enfocado hacia la práctica en los Bachelors de formación inicial de profesores. Entrevistas semi‐estructuradas constituyen la base de una teoría sobre los diferentes modelos de tesinas las condiciones en las que deben realizarse. La conclución es que el portfolio es una alternativa práctica satisfactoria por la tesina tradicional muy criticada.

Noch immer herrscht für Abschlussarbeiten im Rahmen der höheren Bildung auf dem Master und Bachelor Niveau der Theorie‐orientierte Ansatz vor. Wir haben jedoch Grund zu der Annahme, dass für den Bachelor ein Praxis‐orientierter Ansatz passender wäre. Unsere Forschung untersucht die Möglichkeiten eines Praxis‐orientierten Ansatzes für die Bachelor‐Thesis in der Lehrerausbildung. Leitfadeninterviews bilden die Grundlage für eine begründete Theorie in Bezug auf die verschiedenen Modelle einer Abschlussarbeit und unter welchen Bedingungen diese realisiert werden müssen. Das Fazit ist, dass Portfolios als Abschlussarbeit bewiesenermaßen eine durchaus zufriedenstellende Praxis‐orientierte Alternative für die viel kritisierte traditionelle Abschlussarbeit darstellen.     

The prospects and dilemmas in Americanizing Chinese higher education

Reviewing the recent development of international higher education, one can find a general tendency: Americanization. Whether it is in Europe or in Asia, US higher education has been used as model for inspiration of regional integration or reform. This is especially the case in China. Since 1978, Chinese higher education has experienced a system shift from the Soviet model to the US model. But Chinese higher education is still Chinese, though it has borrowed many ideas from the US. Experiences show that contextualization of American ideas produced the uniqueness and the specific problems for Chinese higher education. This paper will discuss some of the unique characteristics.