Edited by Celia Popovic
A Critical Addition to the Curriculum
Patrick F. Miller
Such moral certainty is dangerously mistaken, breeding extremism and undermining democratic values. Education can become a kind of preparation for Multiple Choice Question-type exams or TV quizzes, with facts recalled under pressure of time and problems needing fast solutions.
Problems, however, are different from dilemmas; they have solutions and disappear as soon as these are found. Dilemmas leave you with an aftertaste and a sense of regret about the rejected alternative.
Kenneth D. Gariepy, Brenda L. Spencer and Jean-Claude Couture
Kwāyāsk Etōtamihk (Doing it Right)
Sustainable, Distributed Leadership and Capacity for Putting Accountability into Perspective
Possibilities for an Alternative Framework
Frank Achtenhagen, Fritz K. Oser and Ursula Renold
Peter Creed and Michelle Hood
Matthias Baer, Günter Dörr, Urban Fraefel, Mirjam Kocher, Oliver Küster, Susanna Larcher, Peter Müller, Waltraud Sempert and Corinne Wyss
The article presents aims, methods and first results of a project involving three educational universities in Switzerland and Germany. Our focus of interest is the longitudinal analysis of teaching competences from the beginning up to the end of teacher training. We test the teaching competences of a sample of student teachers at the beginning of the training and trace the development of their competences over the three-year period of their study. Methodologically, our study is based on Oser’s professional standards, as well as on the four dimensions ‘subject knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’, which have been framed as crucial competences for teachers. A combination of the following different instruments was used to investigate how teaching competences develop during teacher training: (1) questionnaires for teacher students and expert teachers, (2) vignettes, (3) a so-called «video test», and (4) video analyses of school lessons. According to this goal, the relationship between students’ subjective ratings of their competences and standardized data from observations and tests are compared to investigate the relationship between subjective rating data from students and standardized data from observations and tests. Our study aims at the development of complex teacher knowledge in order to foster the acquisition of professional teacher competences in pre-service teacher training.
Fred W. Vondracek and Erik J. Porfeli
Len Cairns and John Stephenson
In this book, Cairns and Stephenson present a case for the development of human Capability, in life, in work, and in the lifespace. They trace the development of the Capability concept arguing that it embraces and goes beyond competence. They draw on over 35 years of experience of direct involvement in enhancing adult Capability through education at all levels.
Capability, they also argue, applies as much to organisations and working practices as it does to the individuals involved and call for synergy between organisational and personal capability. Further, the book presents a case that learning through work, whereby people utilise their work experiences and activities as the opportunity, process, place and content of what they are learning whilst they are “working” has, they suggest, established itself as a creditable way of looking at the knowledge development we all encounter and engage with whilst working.
The authors explore a range of examples of Capable practice in business and higher education and present a number of portraits of individuals whose lifework, personifies the Capability at work concept. In addition, they suggest, governments should go beyond the rather narrow aspiration of raising skills levels, to encouraging more people to experience formulating and solving the problem of their own development.
Professional Voices From the Field
Edited by Kenneth D. Gariepy, Brenda L. Spencer and J-C Couture
In this collection, the preoccupation of educational institutions with accountability is critically examined by writers who work in the field. They consider the impact of accountability regimes on professional practice and the learning agenda, challenge current policies and call for a rethinking of accountability. The skills and knowledge associated with this work is what we should hold schools accountable to. It is, as you see from reading these contributions, time for change.—Stephen Murgatroyd, PhD, Chief Scout, The Innovation Expedition Inc.
About the Book
From their diverse perspectives, nine educational practitioners discuss current educational accountability policies and how these affect students, educators, learning and teaching in a variety of settings, from K-12 schools to post-secondary institutions and government agencies. The authors combine theory, research and their day-to-day experiences to reflect on the challenges posed by realities such as outcomes-based curricula, high-stakes testing, standardized reporting and management by objectives. By examining current accountability initiatives and their effects in relation to core values of public education such as equity, diversity, democracy and opportunity, this book offers educators a range of insights for thinking about and doing education differently.
Edited by Jarmo Houtsonen and Gun-Britt Wärvik
Edited by Susan Edwards and Joce Nuttal
Instructional situations Case Analysis, Critical Autobiography, and Action Research
Edited by Cynthia A. Lassonde and Sally Galman
Aims, Modules, Evaluation
Edited by Frank Achtenhagen, Fritz K. Oser and Ursula Renold
The contributions to this book focus on central problems of the conversion process: In the first part the goal dimension is treated: Maiello & Oser emphasize the relationship of central variables of teacher behaviour as identity, professional satisfaction or self-efficacy to teachers’ professional behaviour; Blömeke, Felbrich & Müller discuss the role of future teachers’ beliefs on the nature of mathematics; Stevenson uses cultural historical activity theory to work out cognitive schemas that can be targeted in vocational teacher education; Gruber tackles the problem of how vocational teachers can be supported to become experts by discussing especially four major possible research strategies.
The second part of this book is dedicated to possible intervention approaches by which the gap of theory and practice shall be bridged. Steiner & Steiner report on critical learning incidents which heavily influence the micro-processes which characterize teachers’ instructional measures; Winther differentiates the trait and state perspective of motivation with regard to their consequences for the learning process; Boekaerts focuses on aspects of collaborative learning; Weber sharpens her deliberations explicitly to a design experiment on the problem of initiating intercultural learning.
The third part of this book is a report of the use and the consequences of Oser’s model of teaching standards. Baer, Dörr, Fraefel, Kocher, Kiester, Larcher, Müller, Sempert & Wyss show results of a large study on the development of teacher competences run in Switzerland and Germany. The study observes the competence development of prospective teachers from the beginning of their teaching training up to the job entry phase. This book is published under the auspices of the Swiss Federal Office for Professional Education and Technology.
The Social and Educational Mobility of Education Scholars From Poor and Working Class Backgrounds
Edited by Jane A. Van Galen and Van O. Dempsey
While Americans have long held deep-seated cultural beliefs in the capacity of schooling to level unequal playing fields, there has been little research on the psycho-social processes of social and educational mobility in the United States. Rising Up employs narrative research methodologies to interrogate the experiences of class border-crossing via success in school.
This volume addresses two discourses within education: First, the experiences of those who have crossed class boundaries contribute to a deeper understanding of how social class functions in the United States. The narratives compiled in this volume explore class within the lives of young people on the margins, as identities, ambition and achievement are constructed and negotiated in school.
More specifically, the volume suggests new directions for policy and practice to counteract classism in schools and in the broader culture. As they write of the constraints that they circumvented to succeed against the odds, these authors complicate notions of opportunity as the inevitable reward for high achievement. As they write of agency and tenacity, they will illuminate cultural strengths that likely were invisible to teachers and peers. As critical scholars of education, the contributors to this volume speak specifically to ways in which teacher education can and should address issues of class.
Edited by Bill Green
The contributors to this book, drawn from fields such as education, allied health, psychology and business, explore different aspects of practice in the professions, professionalism, and research. This includes engaging with the burgeoning literature on practice theory and philosophy, including the increasingly influential neo-Aristotelian tradition, and taking account of growing interest in practice thinking across contemporary scholarship. It considers issues such as the primacy of practice, the nature of professional judgement, the role of ‘experience’, ethics, context, and the practitioner standpoint. As such, it raises important and timely questions about practice ontologies, epistemologies and methodologies, and also praxis and politics. This is especially needed in a context otherwise increasingly organised by neoliberalism, economic rationality, anxious managerialism, and what some see as a general drive towards de-professionalisation and new nuances and intensities of regulation.
Towards a Multidisciplinary Dialogue
Edited by Audrey Collin
Written by international experts, the book opens by identifying some of the “tributaries” that flow into the “great delta of careers scholarship”, and noting the need to link what are at present separate “islands” of scholarship. It is structured to allow comparison between the ways in which the two perspectives address career development and career management theory, research and interventions. It concludes by pointing to the possibilities for dialogue, and even collaboration, between these perspectives, and suggesting ways in which these could be brought about.
The book will be essential reading for career scholars because, with its potential to stimulate new thinking and developments in theory and research and also, importantly, in practice (with beneficial spin-offs for policy-makers), this dialogue could open a new phase in career scholarship.
With its overviews of the history, theory, research and practice of both perspectives, the book will also be a valuable resource for students of both perspectives.
Edited by Joy Higgs, Debbie Horsfall and Sandra Grace
Helder Rocha Pereira and Constantina Safiliou-Rothschild
The role of framing research questions
Franziska Trede and Joy Higgs
Joce Nuttall and Susan Edwards
Sigrid Blömeke, Anja Felbrich and Christiane Müller
A person’s beliefs constitute a vital part of one’s professional competences as beliefs are crucial to the perception of situations and as they also influence our choice of actions. How-ever, beliefs are not a well-defined construct. The present paper focuses on beliefs of future teachers about the nature of mathematics. Its aim is to inquire the structure and level of these beliefs. In the first part of the paper models of belief structure known from the literature will be reviewed. The second part presents analyses on the structure of the beliefs which are based on data from 849 students of teacher education institutions in three Federal States of Germany. These data originate from the P-TEDS study which explores and compares mathematics teacher education in Bulgaria, Germany, Mexico, South Korea, Taiwan, and the United States. P-TEDS has been conceptualized as a prepatory study for the “Teacher Education and Development Study: Learning to teach mathematics (TEDS-M)” carried out by the IEA beginning in 2006 in order to develop and pilot instruments for assessment in an international context.
Kristal T. Moore
Kenneth D. Gariepy, Brenda L. Spencer and Jean-Claude Couture
The necessity of intercultural learning is emphasized in lots of contexts. This is especially the case within the field of vocational education and further education. Recent State curricula prescribe a focus on intercultural learning and awareness. Although at a first glance it seems to be intuitively quite clear what is meant, this construct as well as the corresponding terms and objects of this area get vague and hardly tangible. Thus, it does not wonder that concrete measures and concepts for fostering intercultural learning do not follow a theory rather than practical necessities, normative principles or isolated single concepts. But these show only minor effectiveness in intercultural behavior in practice, as diverse studies make overt. Therefore, in this study the concepts of “culture”, “intercultural communication” as well as “interculturality” should be illuminated and discussed – providing hints for modes of effective and efficient teacher behavior but also for corresponding teacher education and training (here in the fields of Business commerce). On the basis of Engeström’s considerations about “activity theory” and “expansive learning” as well as those of Ting-Toomey’s “mindful identity negotiation” approach a theoretical framework for “intercultural learning and development” gets (re-) conceptuallized. By this framework it should be showed how this theoretically reformulated concept of intercultural learning can be implemented into practice and evaluated by following Brown’s suggestions for a “design experiment” to change not only individual perceptions and believes, but also intercultural behavior. As the research and practice field of intercultural learning is that diffuse this study is not be understood as a solution for all intercultural problems. But having the necessity of intercultural learning in mind it is the intention of this study to raise and to continue an intensive (inter-)disciplinary discourse for developing a stringent theoretical model to foster intercultural learning and development as well as to initiate changes in the practical fields.
William T. Pink
School Accountability for a Sustainable Society
Possibilities for Re-framing Alberta’s Literacy Framework
Kelli Ewasiuk and Brenda L. Spencer
This contribution was developed from the project “Aspects of integrated Development of Competence in Vocational and Educational Training” (Ac35/24-1,2), which is aided by the Deutsche Forschungsgemeinschaft (cf. Winther, 2006). This project’s objective is to detect processes essentially involved in learning. They are of cognitive, emotional, and motivational nature. Within the framework of this project, these processes must be analysed and operationalized. Finally, an instructional concept has to be developed – as module for teacher training. This didactical design is applicable for the subject management economics, including accounting systems and system controls for advanced training in the field of business and commerce.
In evaluating the processes of learning, the study paid particular attention to the following: (1) mutual dependence, (2) separated and integrated promotion possibilities, and (3) the significance of success in school. These elements constitute this project’s special achievement.
Gerhard Steiner and Heidi Steiner
Despite many teachers’ knowledgeable use of didactic procedures and a high degree of individual effort in the actual teaching, learning results are poor with a considerable number of students. Some observers ascribe this situation to certain aspects of achievement motivation or to disturbed interactions between teachers and students, but these explanations are not always satisfying. In this chapter we’ll focus on some cognitive aspects of the teaching-learning process: the often-neglected micro-processes underlying the didactic measures the teachers are applying in classrooms.
Over a period of more than two years many critical learning incidents were systematically discussed with teachers of vocational schools and with instructtors from private companies (industrial and commercial) as well as medical institutions (mainly university hospitals). Additionally, many students who were trying hard in dealing with their learning tasks were interviewed. The result is a set of some thirty cases where the teaching-learning process was difficult. Seven of these cases will be presented in this chapter, and several conclusions for teacher education and training will be drawn.