"History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition"
29 Aug 2011-Vol. 46, Iss: 1, pp 133-156
TL;DR: In this paper, the authors present a new approach to professional teacher training inspired by a reminder of the aims and values of adult education by examining three forms of professional training: professionalization, knowledge, and school-life relationship.
Abstract: This text is divided into three broad sections. The first section will elaborate the figure of professionalization, which today appears to be the target of professional training policies. It also seems to be considered a means and thus a guarantee of the professional aim of proposed training. On what ideological and pedagogical presuppositions is this professionalization based? The second figure embodying professional training contexts is that of knowledge. What knowledge is present in the professional training of teachers? Is it involved in professionalization processes? If so, in what ways? To what extent does the tone given to professionalization – whether in connection with the objective of instruction, socialization, or qualification – determine a specific sense for Knowledge and for the knowledge defined and articulated in professional teacher training? The third symbolic figure of professional training is that of the school-life relationship. Where does professional training begin and end? What are its territories? Can it exceed the usual territories and hence the expertise expected of a professional? By examining these three forms, we hope to offer the reader a new approach to professional teacher training inspired by a reminder of the aims and values of adult education.
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01 Jan 2008
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Book•
01 Jan 1990
TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.
Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change
10,256 citations
""History and Perspectives of Adult ..." refers background in this paper
...Behind this orientation one finds restated a premise shared today, as much by researchers (Fullan & Stiegelbauer, 1991) as by political leaders (American Council on Education, 1999), namely an affirmation of the teacher’s role as a significant vehicle for improving students’ academic performance....
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TL;DR: In this paper, the authors propose a framework for thinking about a curriculum for teacher learning over time and consider the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways.
Abstract: This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?
2,070 citations
TL;DR: A review of conceptions of knowledge as they appear in selected bodies of research on teaching can be found in this article, where the authors focus on how notions of knowledge are used and analyzed in a number of research programs that study teachers and their teaching.
Abstract: This chapter is a review of conceptions of knowledge as they appear in selected bodies of research on teaching. Writing as a philosopher of education, my interest is in how notions of knowledge are used and analyzed in a number of research programs that study teachers and their teaching. Of particular interest is the growing research literature on the knowledge that teachers generate as a result of their experience as teachers, in contrast to the knowledge of teaching that is generated by those who specialize in research on teaching. This distinction, as will become apparent, is one that divides more conventional scientific approaches to the study of teaching from what might be thought of as alternative approaches.
1,019 citations
TL;DR: Pourquoi parler aujourd'hui de crise des identites? Cette expression renvoie a des phenomenes multiples : difficultes d'insertion professionnelle des jeunes, montee de nouvelles exclusions sociales, brouillage des categories servant a se definir and a definir les autres Comprendre comment se reproduisent and se transforment les identites sociales implique d'eclairer les processus de socialisation par lesquels elles se const
Abstract: Pourquoi parler aujourd'hui de crise des identites ? Cette expression renvoie a des phenomenes multiples : difficultes d'insertion professionnelle des jeunes, montee de nouvelles exclusions sociales, brouillage des categories servant a se definir et a definir les autres Comprendre comment se reproduisent et se transforment les identites sociales implique d'eclairer les processus de socialisation par lesquels elles se construisent et se reconstruisent tout au long de la vie La dimension professionnelle des identites a acquis avec la modernite une importance toute particuliere La socialisation secondaire a l'âge adulte est devenue indispensable pour affronter les changements de plus en plus frequents dans les cycles de vie et les imperatifs de la construction identitaire
831 citations
Book•
01 Jan 1969
715 citations
""History and Perspectives of Adult ..." refers background in this paper
...…the nature and meaning of teacher training that does not always appear to guarantee the establishment of professional learning situations all constitute forms of “no man’s land” that can lead to speaking of education as a semi-profession (Etzioni, 1969) or as a not-quite profession (Goodlad, 1990)....
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...The uncertain nature of the knowledge in education, the difficulty of conferring upon it a status and function in the professionalization process, and the question of the nature and meaning of teacher training that does not always appear to guarantee the establishment of professional learning situations all constitute forms of “no man’s land” that can lead to speaking of education as a semi-profession (Etzioni, 1969) or as a not-quite profession (Goodlad, 1990)....
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