Initial Teacher Education: Policies and Progress

1992 ◽  
Vol 40 (3) ◽  
pp. 302
Author(s):  
V. A. McClelland ◽  
N. J. Graves
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Education Policies

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

scholarly journals Novos papéis e responsabilidade docente à luz das políticas educacionais e de formação de professores primários em Moçambique

2019 ◽  
Vol 5 (8) ◽  
pp. 177
Author(s):  
Santa Mónica Julião MUGIME ◽  
Carlinda LEITE ◽  
Feliciano M MAHALAMBE
Keyword(s):  
Teacher Education ◽  
Primary Education ◽  
Primary Teachers ◽  
School Curriculum ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Education Policies ◽  
Teacher Responsibility ◽  
Primary School Curriculum

O artigo, apoiado numa pesquisa documental da legislação sobre políticas educacionais e curriculares e de formação inicial de professores em Moçambique, discute os papéis e responsabilidades docentes à luz dessas políticas estabelecendo uma ponte com o que o currículo do ensino primário perspetiva. Sustentamos que a complexidade que atravessa o exercício da profissão docente, associada à responsabilidade da educação contribuir para o desenvolvimento positivo da sociedade, exigem do professor primário a capacidade de saber adaptar-se e lidar com os aspetos da recontextualização curricular (BERNSTEIN, 1993; LEITE; FERNANDES; FIGUEIREDO, 2018, 2019) e de reconfiguração do currículo (ALMEIDA; LEITE; SANTIAGO, 2013). A análise do discurso veiculado pelas políticas educacionais e curriculares aponta para a redefinição dos papéis dos professores e das responsabilidades a assumir, sobretudo, na forma de concretizar a educação. Papéis dos professores. Responsabilidade docente. Políticas de educação. Formação de professores primários. Moçambique. New roles and teacher responsibility by education policies and primary teachers education in Mozambique ABSTRACT The article, supported by documentary research focused on legislation about educational and curricular policies and initial teacher education in Mozambique, discusses the teacher’s roles and their responsibilities related with these policies, establishing a bridge with the primary school curriculum perspectives. It is argued that the complexity of the teaching profession, associated with the education responsibility to contribute to a positive society development, requires the primary teachers to be able to adapt and deal with the curricular recontextualization (BERNSTEIN, 1993; FERNANDES; FIGUEIREDO, 2018, 2019) and the curriculum reconfiguration (ALMEIDA; LEITE; SANTIAGO, 2013). The discourse analysis conveyed by the educational and curricular policies points to the redefinition of the teacher’s roles and the responsibilities that they need to assume, above all, in the way of carrying out the education. Teachers roles. Teaching responsibility. Educational policies. Teachers primary education. Mozambique.

scholarly journals Post-Soviet Identity and Teacher Education: Past, Present, Future

2020 ◽  
Vol 15 (3) ◽  
pp. 145-163
Author(s):  
Aydar Kalimullin ◽  
◽  
Maria Zhigalova ◽  
Alima Ibrasheva ◽  
Lasira Kobylyanskaya ◽  
...  
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Historical Background ◽  
Education Policies ◽  
Political Factors ◽  
Effective Strategies ◽  
The Past ◽  
Anthropological Research ◽  
Research In Education ◽  
Cis Countries

Research into the historical background of ongoing global and national reforms is essential for the development of effective strategies, models and content of teacher education. Historical and anthropological research in education offers a good perspective on the matter as it draws from interdisciplinary and cross-cultural scientific approaches, thus helping to fully comprehend socio�cultural processes. The article explores the development of teacher education in the Post-Soviet countries (Russia, Belarus, Kazakhstan, Moldova, Ukraine) from its beginning in pre-revolutionary Russia up to the present day. The purpose of the research is to analyze the evolution of initial teacher education up to the end of the 20th century and its further transformation during the past thirty years. Until the early 1990s, the teacher education system represented a common education area that shared the same content and approaches to pedagogical education. After that, compromised by political factors, the system was transformed. The juxtaposition of convergent trends and national features of teacher education systems in the Post-Soviet countries provides an opportunity to thoroughly assess current teacher education policies through the lens of pedagogical, geopolitical, economic and cultural partnership of the CIS countries.

scholarly journals The Relationships Between the Postmodern Agenda and the Bases of Teacher Education Policies in Brazil

2011 ◽  
Vol 19 ◽  
pp. 19
Author(s):  
Gisele Masson
Keyword(s):  
Teacher Education ◽  
Working Class ◽  
Social Reality ◽  
Dialectical Materialism ◽  
Initial Teacher Education ◽  
Education Policies ◽  
Education Project ◽  
Documentary Sources ◽  
Reflective Teacher

This paper attempts to show the relationships between the Postmodern agenda and the bases of initial teacher education policies in Brazil. After describing the assumptions of the postmodern agenda, it describes the bases of initial teacher education policies and shows the main problems of the influence of the postmodern agenda on initial teacher education. The topic of this essay is relevant to the field of education policies, since initial teacher education can contribute either to the reproduction of a pragmatist/utilitarian education or to the construction of an education project according to the working class interests. With regard to the methodology, this research was based on the historical and dialectical materialism and used bibliographical and documentary sources. This study made it possible to conclude that since the 1990’s teacher education policies in Brazil have adapted to pragmatic, relativistic and subjectivist ideas, especially by praising the epistemology of practice, considering the concept of reflective teacher and the logic of competences. The postmodern agenda has many points in common with teacher education policies regarding the emphasis on local, ephemeral and short-sighted actions, whereupon social reality is seen as fragmented, multifarious, fluid and plural rather than as an integral unity. Within the context of teacher education, this can be clearly observed in the fragmentation of actions, projects, resources and educational entities, in contrast to a consistent and integrated proposal, which is what a policy of State and nation should be.      

scholarly journals Estudos sobre formação inicial de professores em Moçambique e sua relação com as políticas de formação de professores (2012-2017)

2019 ◽  
Vol 27 ◽  
pp. 149
Author(s):  
Santa Mónica Julião Mugime ◽  
Feliciano Mapezuane Mahalambe ◽  
José Cossa ◽  
Carlinda Leite
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
State Of The Art ◽  
The State ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Initial Training ◽  
Education Policies ◽  
Training Models

The article reports a study that aimed to analyze the state of the art of the research produced in Mozambique on initial teacher education (ITE) in its relationship with education policies. A mapping of studies on “initial teacher education in Mozambique” was carried out, through scientific articles and doctoral theses written by Mozambicans in the period between 2012 and 2017, and 20 articles were identified. However, seven articles were excluded because they had not been published in journals or periodicals. Regarding the theses, four were identified. For the identification of articles and theses, the keywords initial training/education, teachers, and Mozambiquewere used. The findings suggest diverse approaches to ITE, with an emphasis on criticizing the diversity of teacher training models, issues of school inclusion and inclusive education. In particular, the intentions of the discourses conveyed in educational policies were not reciprocated in Initial Training Education curricula and in the professionalization of teacher training. 

scholarly journals Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

2021 ◽  
pp. 147490412110125
Author(s):  
Mari Bergroth ◽  
Júlia Llompart ◽  
Nathalie Pepiot ◽  
Karin van der Worp ◽  
Tjaša Dražnik ◽  
...  
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Comparative Case Study ◽  
Potential Space ◽  
The European Union ◽  
Education Policies ◽  
Professional Beliefs ◽  
Ideological Space ◽  
Structure Of Education

This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a potential space for implementation was observed. As a third result we found that the greatest potential for opening implementational spaces for MPs lies in courses that aim to develop general pedagogical and sociolinguistic knowledge as well as professional beliefs in future teachers. In conclusion, we contend that the linguistic ecology and the organisational structure of education systems (decentralisation) are factors that help explain the successful mainstreaming of MPs in ITE institutions.

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