Teacher Education Policy and Research: Global Perspectives PDF
Preview Teacher Education Policy and Research: Global Perspectives
Diane Mayer Editor Teacher Education Policy and Research Global Perspectives Teacher Education Policy and Research Diane Mayer Editor Teacher Education Policy and Research Global Perspectives Editor DianeMayer DepartmentofEducation UniversityofOxford Oxford,UK ISBN978-981-16-3774-2 ISBN978-981-16-3775-9 (eBook) https://doi.org/10.1007/978-981-16-3775-9 ©TheEditor(s)(ifapplicable)andTheAuthor(s),underexclusivelicensetoSpringerNatureSingapore PteLtd.2021 Thisworkissubjecttocopyright.AllrightsaresolelyandexclusivelylicensedbythePublisher,whether thewholeorpartofthematerialisconcerned,specificallytherightsoftranslation,reprinting,reuse ofillustrations,recitation,broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,and transmissionorinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilar ordissimilarmethodologynowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsor theeditorsgiveawarranty,expressedorimplied,withrespecttothematerialcontainedhereinorforany errorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictional claimsinpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSingaporePteLtd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Contents 1 TeacherEducationPolicyandResearch:AnIntroduction ......... 1 DianeMayer 2 Teacher Education/ors in Australia: Still Shaping theProfessionDespitePolicyIntervention ....................... 11 AlysonSimpson,WayneCotton,andJenniferGore 3 A Critical Examination of the Conception of Teacher ProfessionalismEnactedinCurrentTeacherEducationPolicy inFlanders(Belgium) ......................................... 27 ElineVanassche,StevenBruneel,andLoreChristiaens 4 Teaching and Teacher Education for a Post-pandemic Canada:Context,Crisis,CritiqueandComplication ............. 43 AnneM.PhelanandJillD.Morris 5 TheComplexPolicyLandscapeofInitialTeacherEducation inEngland:What’stheProblemRepresentedtoBe? ............. 57 TrevorMutton,KatharineBurn,IanThompson,andAnnChilds 6 Analyzing Practice, Research, and Accountability Turns inFinnishAcademicTeacherEducation ......................... 73 AuliToomandJukkaHusu 7 Preparing High Quality Teacher Education Graduates inanEraofUnprecedentedUncertainties:TheCaseofHong Kong ......................................................... 85 SylviaY.F.TangandMayM.H.Cheng 8 QualityUnderPressureinDutchTeacherEducation ............. 101 PaulienC.Meijer 9 TeacherEducationPolicyinAotearoaNewZealand:Global TrendsMeetLocalImperatives ................................. 113 FionaEll v vi Contents 10 Teacher Education in Northern Ireland: Policy, Practice andPragmatism .............................................. 129 LindaClarkeandPaulMcFlynn 11 EducatingTeachersinthePost-BolognaContextinPortugal: LessonsLearnedandRemainingChallenges ..................... 141 MariaAssunçãoFlores 12 MeasuringQualityinInitialTeacherEducationinScotland: AContext-SpecificEndeavour .................................. 159 AileenKennedy,PaulAdams,andMarkCarver 13 Teacher Education in the United States of America: AnOverviewofthePolicies,Pathways,IssuesandRelevant Research ..................................................... 177 MariaTeresaTatto 14 AResearchInformedApproachtoInitialTeacherEducation inWales:Intentions,ExamplesandReflections .................. 195 AlmaHarris,MichelleJones,JohnFurlong,JeremyGriffiths, andCeciliaHannigan-Davies 15 Teacher Education Policy: Future Research, Teaching inContextsofSuper-DiversityandEarlyCareerTeaching ........ 209 DianeMayer,A.LinGoodwin,andNicoleMockler Editor and Contributors AbouttheEditor DianeMayer isaProfessorofTeacherEducationattheUniversityofOxfordand Professorial Fellow of Harris Manchester College. Her research and scholarship focusesonteachereducationandearlycareerteaching,examiningissuesassociated withthepolicyandpracticeofteachers’workandteachereducation. Contributors PaulAdams UniversityofStrathclyde,Glasgow,UK StevenBruneel Faculty of Psychology and Educational Sciences, University of Leuven,CampusKulak,Kortrijk,Belgium KatharineBurn UniversityofOxford,Oxford,UK MarkCarver UniversityofStrathclyde,Glasgow,UK MayM.H.Cheng The Education University of Hong Kong, Hong Kong SAR, China AnnChilds UniversityofOxford,Oxford,UK LoreChristiaens FacultyofPsychologyandEducationalSciences,Universityof Leuven,Leuven,Belgium LindaClarke UlsterUniversity,NorthernIreland,UK WayneCotton UniversityofSydney,Sydney,NSW,Australia FionaEll Faculty of Education and Social Work, University of Auckland, Auck- land,NewZealand MariaAssunçãoFlores UniversityofMinho,Braga,Portugal vii viii EditorandContributors JohnFurlong UniversityofOxford,Oxford,UK A.LinGoodwin TheUniversityofHongKong,PokFuLam,HongKong JenniferGore UniversityofNewcastle,Newcastle,NSW,Australia JeremyGriffiths BangorUniversity,Wales,UK CeciliaHannigan-Davies Cardiff-MetropolitanUniversity,Wales,UK AlmaHarris SwanseaUniversity,Wales,UK JukkaHusu FacultyofEducation,UniversityofTurku,Turku,Finland MichelleJones SwanseaUniversity,Wales,UK AileenKennedy UniversityofStrathclyde,Glasgow,UK DianeMayer UniversityofOxford,Oxford,UK PaulMcFlynn UlsterUniversity,NorthernIreland,UK PaulienC.Meijer RadboudUniversity,Nijmegen,TheNetherlands NicoleMockler UniversityofSydney,Sydney,Australia JillD.Morris UniversityofBritishColumbia,Vancouver,Canada TrevorMutton UniversityofOxford,Oxford,UK AnneM.Phelan UniversityofBritishColumbia,Vancouver,Canada AlysonSimpson UniversityofSydney,Sydney,NSW,Australia SylviaY.F.Tang TheEducationUniversityofHongKong,HongKongSAR,China MariaTeresaTatto ArizonaStateUniversity,Arizona,USA IanThompson UniversityofOxford,Oxford,UK AuliToom Centre for University Teaching and Learning, Faculty of Educational Sciences,UniversityofHelsinki,Helsinki,Finland ElineVanassche Faculty of Psychology and Educational Sciences, University of Leuven,CampusKulak,Kortrijk,Belgium Chapter 1 Teacher Education Policy and Research: An Introduction DianeMayer Abstract In many countries, teacher education is being increasingly framed as a policy problem that requires national solutions and large-scale reforms. In this context,agroupofleadingteachereducationresearchersfrom15nationsformedthe GlobalTeacherEducationConsortium(GTEC)toinvestigatetheimpactofteacher educationpoliciesandassociatedreformswithinandacrossthesejurisdictions.This bookrepresentsthefirstcollectiveworkofGTEC.Thechaptersprovideanalysesof currentteachereducationpolicyinAustralia,Belgium,Canada,England,Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scot- land,theUSAandWales.Thisintroductorychapterprovidesanoverviewofglobal trendsinteachereducationpolicyandassociatednotionsofprofessionalism,andthe connectionsanddisconnectionsbetweenteachereducationpolicyandresearch. Introduction In recent decades, teacher education has been subjected to changing policies and reforms as governments aim to improve teaching quality. The policies often look surprisinglysimilaracrosscountries.However,therearealsointerestingandunique outliers.Inthisbook,leadingteachereducationresearchersfromAustralia,Belgium, Canada,England,Finland,HongKongSAR,theNetherlands,NewZealand,North Ireland,Portugal,Scotland,theUSAandWalesexamineteachereducationpolicyand researchineachoftheircontexts.ThisisthefirstbodyofworkoftheGlobalTeacher EducationConsortium(GTEC)whichwasformedin2019toexploreteachereduca- tionpolicyandresearchacrosstheconstituentnations.Theauthorshaveestablished professionallinksandassociationsandcomefromrelativelyhigh-incomecountries that have experienced much teacher education policy change in recent decades. In manycases,teachereducationisframedasapolicyproblemwithnationalsolutions andlarge-scalereformsbeingdevelopedinthehopeof‘fixingtheproblem’(Cochran- Smithetal.2018;Furlong2013;Furlongetal.2009).However,manypoliciesare B D.Mayer( ) UniversityofOxford,Oxford,UK e-mail:[email protected] ©TheAuthor(s),underexclusivelicensetoSpringerNatureSingaporePteLtd.2021 1 D.Mayer(ed.),TeacherEducationPolicyandResearch, https://doi.org/10.1007/978-981-16-3775-9_1 2 D.Mayer ideological in nature rather than research-informed, even though they claim to be evidence-based.Inmostinstances,alimitedamountoftheavailableteachereduca- tionresearchisdrawnontoinformthepoliciesanditisusuallyselectedaccordingto specificcriteriaassociatedwithscale,methodology,generalisability,orsimplythat thefindingsalignwithpreferredideologicalandpoliticalpositions. Thepoliciesandassociatedreformsusuallyincorporatemorecomplexandtighter systemsofaccountabilitybasedontheassumptionthatthisisthebasisforimproving teachereducationandthusteachingquality.Sometimesnewpoliciesandreformsare formulatedandimplementedevenbeforetheeffectsofthepreviousreformsarereally known. Thiscan bebecause of change ofgovernments and newpoliticalagendas. At other times, the catalyst for change is concern about the most recent results on internationalassessmentsandtheperceptionthatanothercountryis‘doingteacher educationbetter’. Inthisincreasinglyregulatedcontext,researchersareencouragedtoinvestigate theimpactandeffectivenessofteachereducationprogrammes.Governmentpriori- tiesandassociatedresearchfundingopportunitiesoftenframethepreferredindica- torsofeffectivenesstoberesearchedthatarealignedwitharangeofaccountability requirements. These can include things like graduating teacher employment rates, attrition and retention of new teachers, and levels of student achievement claimed tobedirectlyattributabletoteacherquality.Theopinionsofemployersandthenew teachersthemselvesareregularlysoughtonwhethertheyfeelpreparedforteaching. Usually, this happens at the end of a teacher education programme, or soon after- wards, even though the type of employment (that is, whether it is permanent and ongoing,contractorcasual)andtheopportunitiesforsupportandongoingprofes- sionallearninganddevelopmentintheschoolcontextduringthefirstyearofteaching havebeenshowntosignificantlymediatethewaysinwhichnewteachersdescribe themselvesasbeingpreparedandbeingeffective(Mayeretal.2017). GTECarguesthatamorecomprehensiveapproachtounderstandingtheconse- quencesofvariousteachereducationpoliciesandpracticesisneededandthatthese should incorporate investigating their impact on: teachers and teaching; teacher educators; schools and their communities: school students and their learning; and, educationsystemsasawhole.Wesuggestthatsuchapositioningofteachereducation aspartofacomplexsystem(Cochran-Smithetal.2014)willenableamorenuanced understandingoftheimpactofthepoliciesastheyframeandreframeteachereduca- tion,andindeedtheteachingprofession.Wearguethatsucharesearchagendaonan internationalscalewillenablebothcomprehensiveanalysisoftheimpactofvarious teacher education policies and also provide the basis for informing future policies andpractices. Thischapterprovidesanintroductiontothecollectedworksinthisbookwhich provide analyses of teacher education policy and research in Australia, Belgium, Canada,England,Finland,HongKongSAR,theNetherlands,NewZealand,North Ireland,Portugal,Scotland,theUSAandWales.Itprovidesanoverviewofglobal trends in teacher education policy and associated notions of professionalism, and discusses connections and disconnections between teacher education policy and research.
The list of books you might like
