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 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 Facilitating Transfer of Training in NZ and Samoan Student Teachers

2017 ◽  
Vol 22 ◽  
pp. 122
Author(s):  
Lex McDonald ◽  
Rasela Tufue-Dolgoy
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Student Teachers ◽  
Transfer Process ◽  
Transfer Of Training ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Future Research ◽  
The Past ◽  
Key Players

Initial teacher education is a complex multifaceted process with one of the pivotal components being transfer of the training.  In the past, minimal attention has been given to how teacher educators interact with student teachers to facilitate implementation of ideas in the classroom. The purpose of this study was to explore teacher educators’ knowledge of transfer of training as an approach to assisting student teachers achieve outcomes in the classroom. It was an exploratory qualitative study and 16 teacher educators (10 New Zealanders and 5 Samoan) were interviewed. The findings from the two sets of educators were similar but a few differences were noted. The teacher educators understood transfer as an important concept and practice involving a set of key players. They could not specifically link their practice to transfer theories, strategies or a strategic framework for implementation. Knowledge of transfer effectiveness and the means of evaluating its occurrence were largely unknown as was the literature on transfer barriers. Nevertheless, most could relate their approach to a transfer process and report successes but it was concluded that they were largely uninformed by the transfer of training literature. Implications for practice and the need for future research were outlined.

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 Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

2020 ◽  
Vol 12 (12) ◽  
pp. 4923
Author(s):  
Daniela Maria Cretu ◽  
Felicia Morandau
Keyword(s):  
Teacher Education ◽  
Bibliometric Analysis ◽  
Inclusive Education ◽  
Web Of Science ◽  
Research Literature ◽  
Initial Teacher Education ◽  
The Past ◽  
Cross Border ◽  
Starting Point ◽  
Inclusive Policy

In the context of international demands in recent decades to strengthen the commitment to inclusive policy and practices within education systems, teacher education has been challenged to find ways to prepare teachers capable of addressing the various needs of learners. The goal of this paper is to examine the research literature on initial teacher education for inclusive education (ITEIE) by using bibliometric analysis carried out on 440 documents indexed by Web of Science (WoS). The findings support the understanding of the ITEIE field regarding the evolution across time, the contributions in the field, the relevant journals, authors, and papers, the collaboration patterns. Although there has been a significant increase in the number of published works over the years, only a small number of countries and researchers have made significant contributions to the field. The analyses performed with VOSviewer software indicated poor collaboration among participating countries and authors. Several general topics have been addressed in the field over the past 25 years. There is a need to develop more cross-border research groups to ensure progress in the field. By mapping the emerging ITEIE research literature, this study can be a starting point for the development of new studies in the area.

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 What has the Coalition Government done for the development of initial teacher education?

2015 ◽  
Author(s):  
Jennie Golding
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
A Priori ◽  
Evidence Base ◽  
Initial Teacher Education ◽  
Coalition Government ◽  
Rigorous Evaluation ◽  
The Past ◽  
Qualified Teacher ◽  
Beginner Teachers

The past five years have seen significant changes to the structures and content of routes to Qualified Teacher Status (QTS) in this country, and to the balance of contributions to these routes between schools and higher education (HE). Such developments do not always address emerging knowledge about the needs of beginner teachers; further, changes have implications for teacher further professional development as well as for the health of education research in this country. However, changes have catalysed overdue evaluation of more established routes and a priori thinking about how such needs could best be met. The Carter Review (DfE, 2014b) offers some useful ways forward that should be complemented by rigorous evaluation of the range of outcomes of initial teacher education over short, medium, and long terms, making full use of the evidence base.

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 Initial Teacher Education in Hungary: Issues, Policies, Practices

2020 ◽  
Vol 4 (1) ◽  
pp. 49-74
Author(s):  
Magdolna Chrappán ◽  
◽  
Erika Kopp ◽  
Csilla Pesti ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Teacher Preparation ◽  
Type System ◽  
Initial Teacher Education ◽  
Upper Secondary Education ◽  
The Past ◽  
International Trends ◽  
Upper Secondary ◽  
Mentoring System

Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reflect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.

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