Geography and Trade

書評(서평) : 『국가는 왜 실패하는가』(Why Nations Fail)

Educational Renewal: Better Teachers, Better Schools.

Worldwide, teacher educators and policy makers have called for teacher preparation that is more deeply linked to practice. Yet we know little about how such linkages are achieved within different i...

https://journals.sagepub.com/doi/pdf/10.1177/0022487117728248

Grounding Teacher Education in Practice around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States.

The Mid-Town elementary preservice cohort programme at OISE/UT has, for several years, had action research by student teachers as a major component. In this article, the authors outline the view of action research held by the faculty team and explain why they turned to action research as a strategy in teacher education. They detail how the action research requirement is implemented in the programme, and describe the effects of the action research process on the understandings, skills and behaviour of the preservice teachers. The findings suggest this is potentially a very valuable approach to teacher education, provided certain other conditions are fulfilled.

The action research process as a means of helping student teachers understand and fulfil the complex role of the teacher

Despite the rapid expansion of and investment in urban residency programs, a key tenet of the residency model—that they prepare teachers for targeted urban settings—remains largely unexamined. Alth...

Introduction to the Special Issue on Urban Teacher Residencies The Trouble With “Generic” Teacher Education

This article is a follow-up study of six graduates from an innovative teacher education program which had an action research focus. In the study, six graduates from the program were followed during their first year of teaching. The article outlines the teachers' general reflections on action research, showing that they felt it was a process that helped them acquire the skills, attitudes and knowledge for teaching, especially in the area of language arts. The study reveals a lack of transference of the skills learned through the action research in language arts to other program areas.

Looking Back: Six Teachers Reflect on the Action Research Experience in Their Teacher Education Programs

Through our shared interest in articulating a knowledge base for teacher education, we believe a deeper examination of the work of teacher educators would contribute to a fuller understanding of who teacher educators are and the work they do. Recognizing how context and positionality influence conceptions of teacher education and with a desire to refine our own understandings of the work of teacher educators, we engaged in a collaborative self-study to examine the work of 12 university-based teacher educators in the United States. Through our analysis of one day in our work, we identified three key functions that transcend our positions and, at the same time, are essential, even core, aspects of the work that we enact daily. These functions of Design, Leadership and Advocacy are all framed by the educative purpose of the work of teacher educators. These functions are overlapping and highlight the movement and energy among the functions and collective purpose for teacher educator work. An underlying thread of connectivity, building and maintaining growth-oriented relationships through positionality, communication, and interaction weaves throughout the functions, and we found our community of practice developed throughout the collaborative self-study was a key aspect of connectivity and collaboration in our work as teacher educators. Identifying the key educative functions across our work enabled us to codify a shared language and challenge the assumption that there is no knowledge base in teacher education as an enterprise. We believe our examination of our work informs future inquiry into collective teacher educator practice. 

Clare Kosnick

Papers

Introduction to the Special Issue on Urban Teacher Residencies The Trouble With “Generic” Teacher Education

Looking Back: Six Teachers Reflect on the Action Research Experience in Their Teacher Education Programs

Making the Invisible Visible: Identifying Shared Functions that Enable the Complex Work of University-based Teacher Educators