Education for the 21st Century: lessons and challenges

On the basis of proposals contained in the 1996 report Learning: the Treasure Within by the International Commission on Education for the Twenty-first Century (established by UNESCO), the authors examine the influence and pertinence of its construct of education on the four pillars learning to know, learning to do, learning to be, and learning to live together 12 years later. Focusing on learning to live together, the article reviews the background against which the Delors report was published, synthesises the concepts and practices of learning to live together, and proposes some ways forward.     

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。     

Developing teacher knowledge using a tool for creating tasks for the classroom

In this paper we illustrate the use of a tool from a teaching programme with one year graduate students. This tool is designed to help them to develop tasks for the classroom. It is described in its three stages, for analysing mathematics, for connecting the curriculum, and for informing in-the-moment shifts. We finally discuss the role of tools in developing a pedagogy for teacher education.     

Finding a third space in teacher education: creating an urban teacher residency

This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the “third space.”     

An examination of knowledge prioritisation in secondary physical education teacher education courses

A number of terms have been used to describe knowledge needed for teaching, one of which is subject knowledge. How knowledge for teaching is conceptualised in teacher education prioritises some knowledge bases over other knowledge bases. Further, knowledge prioritised by student teachers is influenced by socialisation prior to and during an initial teacher education course and priorities for student teachers as they develop as teachers. Previous research in physical education teacher education points to the pre-eminence of content knowledge above other knowledge bases. The purpose of this study was to look at what knowledge is prioritised by student teachers, school-based mentors and university tutors working on three secondary physical education initial teacher education courses in England. Results showed that content knowledge was seen as having greater importance for student teachers and mentors, but university tutors generally conceptualised subject knowledge more broadly, suggesting that it should be seen as covering a number of knowledge bases needed for teaching. These results are discussed in relation to socialisation processes in education and phases of development. Although there is a clear physical education focus to this work, it is possible that student teachers learning to teach other subjects may also focus excessively on subject content knowledge above other knowledge bases.     

21世纪地理教育发展方向分析与展望

21世纪地理教育将进入全面发展时期,这一时期的地理教育以服务于国民经济发展、提高全民素质为根本出发最.为此,深入探讨21世纪地理教育发展的方向和模式,是目前地理教育的首要任务.     

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.     

Classroom-based assessment: Changing knowledge and practice through preservice teacher education

In this paper, the author investigates how the working assessment theories and practices of preservice teachers change in the enactment of those theories and practices in a mentored learning environment. Following 38 secondary English teacher candidates across time, the author tracks preservice teacher growth in knowledge about classroom-based assessment and assessment-driven planning. Teacher candidates reported they were strongly influenced by professional dialogue about planning and assessment in both campus classes and mentored field experiences. Although most teacher candidates grew to accept alternative assessments as valuable evidence sources indicating student learning, they recorded concerns that fell into five overlapping categories: designing goals; rubrics, grading and fairness; grading and motivation; validity of assessments; and time required to plan this way.     

Changing knowledge,changing technology: implications for teacher education futures

Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario creation. With a focus on the above themes or dimensions, a panel of experts was interviewed to draw on its collective wisdom to explore alternative teacher education futures. Data from these interviews were analysed to stimulate the construction of four future teacher education scenarios. Feedback on the scenarios was obtained from teacher educators in Europe and Australia. The scenarios were then revised based on this feedback. The final scenarios are presented here as a way of provoking discussion among teacher educators about teacher education futures.     

Didactic closure: Professionalization and pedagogic knowledge in Finnish teacher education

This article concerns the kind of symbolic and strategic value that science-legitimated pedagogical knowledge has in the professionalization of teacher education. The aim is to try to understand certain peculiarities in this body of knowledge through studying the history of the “science of teaching” and of the professionalization of teacher education in Finland. The conclusion is that there are at least three professionalist drifts that produce and reproduce a kind of “decontextualized pedagogic discourse” in Finnish teacher education: the pursuit of science legitimation, loyalty to state educational reforms and a striving for distinction from rival disciplines. The analysis shows that, at least up to the present day, the science-legitimated knowledge system for teacher education has served as a very successful strategy in the struggles on the field of Finnish higher education.     

Re-mediating knowledge infrastructures: a site for innovation in teacher education

ABSTRACT

The article outlines a framework for studying and organizing infrastructure, social and material to advance consequential knowledge. To demonstrate the utility of the framework, three examples of innovation in teacher education are presented that involve re-mediating infrastructure to imagine equity-oriented teacher learning. The first case focuses on re-mediating social resources to create new pathways for knowledge and expertise to flow between a school and a university teacher education programme. The second case considers how re-mediating social and material resources, specifically who is involved in designing the goals of a teacher education programme, expanded conceptions of the valued outcomes of teacher preparation. The third case addresses the impact of an innovation that re-mediated technical and social resources to support teachers’ professional judgment in classroom interactions. As teacher educators, we need to be open to shifting our purposes and our designs in response to changing institutional, political, and practical circumstances. This framework for organizing and re-mediating infrastructure provides a means of doing this work in principled and responsible ways.     

African higher education: Challenges for the 21st century

African higher education, atthe beginning of the new millennium, facesunprecedented challenges. Not only is thedemand for access unstoppable, especially inthe context of Africa's traditionally lowpostsecondary attendance levels, but highereducation is recognized as a key force formodernization and development. Africa'sacademic institutions face obstacles inproviding the education, research, and serviceneeded if the continent is to advance.Generalizing about a continent as large anddiverse as Africa is difficult. Yet there aresome common elements – and there are certainlysome common challenges. In our discussion, weare not generally optimistic either inanalyzing the current reality in much of Africaor in pointing to future prospects. The fact isthat African universities currently function invery difficult circumstances, both in terms ofthe social, economic, and political problemsfacing the continent and in the context ofglobalization, and the road to future successwill not be an easy one.Based on Africa-wide research, this articlediscusses such topics as access to highereducation, the challenges of funding, thegrowing role of private higher educationinstitutions in Africa, governance andautonomy, management challenges, gender(including the access of women to highereducation and the problems faced by womenstudents and academic staff), the role ofresearch and the problems of scholarlycommunication, language issues, and the braindrain. These issues are at the heart ofAfrica's future academic development.     

21世纪:审美教育的又一个春天--全国美育研讨会扫描

由中华美学学会美育研究会、中国高等教育学会美育研究会、福州师专主办的全国美育研讨会 ,云集了全国有关专家教授 60人 ,中国教育部有关领导杨贵仁、福建省有关省、市领导出席了会议 ;国内一些大新闻单位、研究单位等也参加了会议。会议就面向 2 1世纪的中国美育的走向、实施等问题做了多方面、多层次的研讨。因篇幅限制 ,作者采访了部分与会专家学者 ,并征得他们的同意 ,精选了主要观点 ,与读者共飨。2 1世纪是审美的时代仇春霖 (中国高等教育美育研究会会长、国际艺术设计教育会议主席、北方工业大学名誉校长、教授 ) :2 1世纪是精神文…     

Science discipline knowledge in primary teacher education: Responses to the discipline review of teacher education in mathematics and science

This paper describes a study of primary teacher educators reaction to those aspects of theDiscipline Review of Teacher Education in Mathematics and Science dealing with early childhood and primary pre-service teacher education. Interviews with two of the authors of the Review are also reported.