Showing papers in "Journal of Education for Teaching in 1993"
TL;DR: The authors presents reflections on Schon: an epistemological critique and a practical alternative to Schon's epistemology and its application in education for teaching, in the context of The authors.
Abstract: (1993). Reflections on Schon: an epistemological critique and a practical alternative. Journal of Education for Teaching: Vol. 19, No. 4, pp. 125-142.
61 citations
TL;DR: In this paper, the authors present a collection of reflections on teacher narrative studies, focusing on the role of the teacher narrative and its relationship with the teacher's role as a teacher.
Abstract: (1993). Treasonable or Trustworthy Text: reflections on teacher narrative studies. Journal of Education for Teaching: Vol. 19, No. 4, pp. 231-249.
45 citations
TL;DR: In this article, it is suggested that the discerning use of the narrative is one way in which we can construct and assimilate our knowledge base in teacher education, through an illustrative telling of anecdotes.
Abstract: Thoughtful use of the narrative anecdote can be an important tool for pedagogical research, theorizing and the curriculum of teacher education. The epistemolog‐ical objective of the narrative is meaning; the narrative anecdote condenses meaning, simultaneously incorporating particularity and universality as well as the theoretical and the practical. Each retelling of a narrative anecdote provokes further reflection and raises questions, becoming part of the research process and a form of pedagogical theorizing. Through an illustrative telling of anecdotes, it is suggested that the discerning use of the narrative is one way in which we can construct and assimilate our knowledge base in teacher education. [1] [1] Based on a paper presented at ‘The Narrative and Education’ International Society for Educational Biography Faculty of Education, University of Toronto, Toronto, Canada, 26 April 1991.
45 citations
TL;DR: In this paper, the authors present the Preparing Teachers for Cultural Diversity (PTCD) curriculum, which is a set of guidelines for preparing teachers for cultural diversity in education.
Abstract: (1993). Preparing Teachers for Cultural Diversity. Journal of Education for Teaching: Vol. 19, No. 4, pp. 113-124.
32 citations
TL;DR: This paper examined the views of pedagogical content knowledge of 12 student teachers of mathematics drawn from three different training groups and found that they had different attitudes towards and understandings of peda...
Abstract: This investigation examines the views of pedagogical content knowledge of 12 student teachers of mathematics drawn from three different training groups. Attitudes towards and understandings of peda...
32 citations
TL;DR: In this article, teacher development in the postmodern age: dead certainties, safe simulation and the boundless self Journal of Education for Teaching: Vol 19, No 4, pp 95-112
Abstract: (1993) Teacher Development in the Postmodern Age: dead certainties, safe simulation and the boundless self Journal of Education for Teaching: Vol 19, No 4, pp 95-112
28 citations
TL;DR: In this paper, the effects of reform on school-based teacher training are examined in the context of the School-Based Post Graduate Certificate of Education (PGCE) partnership course between Sussex University and schools in East and West Sussex, England.
Abstract: Mentor development work is the focus for an examination of the effects of reform on school‐based teacher training. The work took place within the well‐established school‐based Post Graduate Certificate of Education (PGCE) partnership course between Sussex University, and schools in East and West Sussex, England. A pilot project provided a development programme for new and experienced mentors. Analysis of the data collected in the academic year 1991‐1992, reveal the changing nature of both the partnership and the work of the mentor within it. The authors argue that implementation of the Education Reform Act (1988) and school‐based training throughout England and Wales, will not adequately prepare teachers for a complex future.
25 citations
TL;DR: In this paper, teachers' professional knowledge and the future of teacher education are discussed. But the focus is on the future rather than the past. And they do not consider the present.
Abstract: (1993). Teachers’ Professional Knowledge and the Future of Teacher Education. Journal of Education for Teaching: Vol. 19, No. 4, pp. 205-215.
25 citations
22 citations
TL;DR: In this article, the authors propose a multidimensional model for professional development planning in education for teaching, which is based on a multi-dimensional model of the teacher's personality and performance.
Abstract: (1993). Conceptualising Professional Development Planning: a multidimensional model. Journal of Education for Teaching: Vol. 19, No. 4, pp. 251-260.
21 citations
TL;DR: This paper identified and explained some of the recent, radical reforms which were introduced in France by a socialist government, including the need to raise the status and the competence of the teaching profession; the creation of new teacher training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post-degree teacher training course and the increase in emphasis placed on professional training, both theoretical and practical.
Abstract: This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.
TL;DR: This article examined pre-service teachers' early views on students' race, class, and gender by asking them to rate their respect for students who varied on the dimensions of race (black/white), gender, and class (lower/upper middle).
Abstract: Whereas much teacher education continues to engage in a limited and mechanized version of the learning to teach process, many teacher educators view their work as critically important to fostering societal equality and justice, conditions that remain uncommon in many US schools. By helping pre‐service teachers to view race, class, and gender as issues central to their concern as educators, teacher educators typically and systematically introduce their students to these issues with little regard for their students’ initial thoughts on these dimensions. This study examined 235 pre‐service teachers’ early views on students’ race, class, and gender by asking them to rate their respect for students who varied on the dimensions of race (black/white), gender, and class (lower/upper middle). The results of this investigation suggest that pre‐service teachers show patterns of greater respect for black, female students of low social‐economic status, independent of the type of student described (a leader, a...
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TL;DR: In this paper, through Western eyes, the authors present a survey of the state of the art in the field of education for teaching: Vol. 19, No. 4, pp. 43-48.
Abstract: (1993). Through Western Eyes. Journal of Education for Teaching: Vol. 19, No. 4, pp. 43-48.
TL;DR: The authors explored the views of 23 English graduates in the early stages of a postgraduate training course to discover how they conceptualised the subject in the light of Cox's models as they make the transition from higher education to secondary school English teaching.
Abstract: The introductory section of the Cox Report, which formed the basis of the National Curriculum for English in England and Wales, posits five models for the teaching of English which it claims give a broad approach to the subject. Critics, however, suggest there is an unresolved conflict between the subject philosophies of the models represented in the report which might be perceived more sharply by those entering teaching. This paper explores the views of 23 English graduates in the early stages of a postgraduate training course to discover how they conceptualise the subject in the light of Cox's models as they make the transition from higher education to secondary school English teaching. An open‐ended questionnaire together with an attitude questionnaire taken from a study of English teachers are used. The findings suggest that the student teachers, like the English teachers, recognise and broadly support all five models; differences do emerge, however, over the degree of support for the cultura...
TL;DR: The authors provides an analysis of the UK government's plans for the initial training of teachers and suggests alternative principles on which to base sensible policy and makes a plea for joint work between higher education and the teaching profession to promote high quality preparation of teachers.
Abstract: This article provides an analysis of the UK government's plans for the initial training of teachers. It also suggests alternative principles on which to base sensible policy and makes a plea for joint work between higher education and the teaching profession to promote high quality preparation of teachers.
TL;DR: In this article, the authors explore some of the deeper issues which lie behind current doubts and concerns about the future of teacher education in the light of developing policies for the system in England and Wales.
Abstract: This paper sets out to explore some of the deeper issues which lie behind current doubts and concerns about the future of teacher education in the light of developing policies for the system in England and Wales. It does so, first, by outlining a view of a university as a centre for the free, open and independent pursuit of knowledge, and thus as an essential ingredient of a free and democratic society. Second, it argues for a concept of the study of education as the application of that kind of free, open and independent enquiry both to its theory and its practice. Finally, it suggests that this view of a university and the study of education within it are both in jeopardy from the effects and, indeed, the intentions of current policies and practices. While the emphasis is inevitably on policies and practices in England and Wales, the argument has a far wider reference, since increasingly such approaches to teacher education can be seen being replicated elsewhere, and the issues raised are of cru...
TL;DR: The authors discuss teacher competence: panacea, rhetoric or professional challenge? Journal of Education for Teaching: Vol. 19, No. 4, pp. 145-162, 1992.
Abstract: (1993). Teacher Competence: panacea, rhetoric or professional challenge? Journal of Education for Teaching: Vol. 19, No. 4, pp. 145-162.
TL;DR: In this paper, the authors present a task analysis of the authors' Postgraduate Certificate of Education (PGCE) type program, focusing on the need to reconnect competence and knowledge in foundation studies.
Abstract: In Australia the policy makers are attempting to define teachers’ working knowledge in terms of competencies which will form the foundation of award restructuring both for teachers’ careers and for their students in industry. In the quest for increased national productivity, generic competencies may be mandated in an attempt to improve the quality of teaching. The training element in teacher education is reviewed, and the tension between the industrial training model and programmes supportive of the reflective practitioner is delineated. The key issue that emerges for all parties from this task analysis of the authors’ Postgraduate Certificate of Education (PGCE) type programme is the need to reconnect competence and knowledge in foundation studies.
TL;DR: In this paper, the authors re-visited collaborative collaboration in education for teaching and found that it was beneficial for all participants in the collaborative process, including the teacher-student pairs.
Abstract: (1993). Re‐visiting Collaboration. Journal of Education for Teaching: Vol. 19, No. 4, pp. 195-203.
TL;DR: In this paper, an unreported History PGCE course has been run along these lines using long-established relationships with local school History departments, aiming to develop in students the complementary attitudes, values, knowledge and understanding of the reflective practitioner which are seminal to their long-term membership of a profession.
Abstract: During the 1980s in England several initial teacher training institutions independently developed school‐based initial teacher training (ITT) courses. This coincided with the Conservative government's political advisers' pressing for such a move and the government subsequently decreeing that all 1‐year postgraduate students will spend the bulk of their time in schools. For the past decade at the School of Education, University of Exeter, an unreported History PGCE course has been run along these lines using long‐established relationships with local school History departments. Close involvement with a school equips each student with the set of immediate skills and instrumental competencies they need to survive. School‐experience is fully integrated with the university course. It aims to develop in students the complementary attitudes, values, knowledge and understanding of the reflective practitioner which are seminal to their long‐term membership of a profession.
TL;DR: In this paper, the authors compared the beliefs of prospective teachers about their capabilities in teaching, with the perceptions of their supervisors, and found that student teachers were found to be confident before and after student-teaching, but supervisors had differing perceptions of undergraduates and graduate students.
Abstract: This study compares the beliefs of prospective teachers about their capabilities in teaching, with the perceptions of their supervisors. Two groups of prospective teachers, undergraduates and graduate students, and their supervisory teachers are examined by questionnaire. The major difference between the undergraduate and graduate training programs is 400 hours of practical experience for the former. Student‐teachers were found to be confident before and after student‐teaching, but supervisors had differing perceptions of undergraduates and graduate students. Results are discussed both in terms of integration of theory and practice, and also the possible ambiguity and complexity of the ratings.
TL;DR: The authors argued that a management perspective to pre-service teacher education not only severely limits the professional development of teachers but helps to maintain the status quo in schools to the detriment of students learning English as a second language.
Abstract: The pre‐service process of becoming an English as a Second Language (ESL) teacher is influenced by a wide range of factors which combine to describe just what it means to teach students learning English as a second language in schools. Foremost among these factors is the pedagogy chosen by institutions or individual teacher educators. This paper presents two perspectives — management and reflection — and argues that a management perspective to pre‐service teacher education not only severely limits the professional development of teachers but helps to maintain the status quo in schools to the detriment of students learning English as a second language. In contrast a reflective perspective is examined for the benefits it offers for both developing teachers and students learning English as a second language in schools. The paper concludes with a description of a pilot project which sought to provide developing ESL teachers with a framework in which to work proactively during their initial teaching e...
TL;DR: In this paper, the authors reflect on their experience as teachers of an English didactics course based on a psychopedagogical content knowledge approach in a teacher education program at the University of Aveiro, Portugal.
Abstract: The applied science view of teacher learning has been criticised as leaving teachers unprepared to face the messy complexity of educational problems. A reflective approach based on an epistemological view of practical rationality has been recommended instead. In this paper the authors reflect on their experience as teachers of an English didactics course based on a psychopedagogical content knowledge approach in a teacher education programme at the University of Aveiro, Portugal. They consider the applied science paradigm and the reflective approach views as complementary rather than dichoto‐mous and stress the role of cognitive flexibility in preparing teachers to cope with novel situations.
TL;DR: In this paper, the authors present an account of what has been achieved in the initial development of one teacher education subject and provide details of its evaluation based on what students thought about it.
Abstract: The issue of gender and schooling has exercised the interests of a number of researchers for the last 25 years. Interestingly, relatively little work has been done on gender in initial teacher education. This paper offers some insights into how teacher education might represent the ‘standpoint of women’. It addresses the question of whether an initial teacher education programme can operationalise foundational ideas of social justice in curriculum and teaching studies subjects. It presents an account of what has been achieved in the initial development of one teacher education subject and provides details of its evaluation based on what students thought about it.