International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Trends in Teacher Education
Page 11/30
297 items
101
This paper examines youth mobilities in three geographic and socio-economically diverse Swedish contexts. This article draws attention to the fact that geographical mobility, as a form of human agency, is closely related to social mobility and hence to both spatial and social inequalities. Using life-history interviews and statistical data, the article examines how space, class and ethnicity are related to education and social inclusion and exclusion as young people are spatially situated yet move, desire to move, dream about moving, seek to move and fail to move, as they migrate through, in and out of social communities.
Published: 2010
Updated: Oct. 29, 2010
102
This paper deals with the negotiation process deciding the institutional organization of vocational special needs education and training in Finland. Traditionally, the state has been a strong actor in organizing vocational special needs education in Finland. At the beginning of 2009, however, all five state-maintained vocational special schools were administratively merged with vocational special schools of non-governmental not-for-profit organizations. The article focuses on research that has documented the change process in three former state schools by visiting the schools, gathering ethnographic data and interviewing the head teachers about the process.
Published: 2010
Updated: Oct. 29, 2010
103
This paper outlines and discusses a set of related developments in the governance, reform and privatisation of knowledge production in the field of education policy. The article argues that knowledge about, performative knowledge, and knowledge for leadership knowledge are key facets of the new governance and ongoing reform of public sector education. However, they are increasingly created and sold to governments by private sector and philanthropic organisations. Increasingly the idea of a public/private divide in education is redundant.
Published: 2010
Updated: Oct. 29, 2010
104
The gap between pedagogical thought and educational research has achieved grand proportions. The ideal of mutual profit between the two realms is now arguably simplistic, naïve, and functional.
Published: 2010
Updated: Oct. 29, 2010
105
This paper examines 21 biliteracy teachers who studied and taught in schools through an eight-week in-service professional development program with indigenous children in the state of Altacomulco, Mexico. Five themes are discussed: globally minded teachers; linguistic and culturally relevant curriculum; passionate pedagogy (amorosidad); community authentic engagement; and political and ideological clarity.
Published: 2010
Updated: Oct. 12, 2010
106
This article concentrates on the extent to which teacher education programs support, advocate, and broadcast an opportunity for increased global awareness - overseas student teaching. The article also examines whether state laws prohibit such experience, and the degree to which our states are open to foreign teachers. Through survey of states and content analysis of websites of 409 NCATE accredited institutions, conclusions are drawn regarding institutional commitment to internationalization in teacher education.
Published: 2010
Updated: Oct. 12, 2010
107
This paper represents the collaborative efforts of two college faculty, one in the USA and one in Australia, exploring notions of internationalization of colleges of education and research on multilingualism and teacher education. The article focuses on two questions: in what ways can teacher educators enhance their expertise to prepare teachers for multicultural teaching in a global context? How can teacher educators and institutions create contexts and experiences where teachers and prospective teachers develop their knowledge, skills and dispositions to teach from an international and multicultural perspective?
Published: 2010
Updated: Oct. 12, 2010
108
The authors claim that teacher educators should open the world to students through international experience and integrating a global perspective throughout the curriculum. In conclusion, the authors offer teacher educators tools they need to move their teacher education programmes beyond the parochial to viability in the twenty-first century by assuring their graduates bring a global perspective to decision-making in education.
Published: 2010
Updated: Oct. 12, 2010
109
The current article takes up the issue of quality teacher preparation by exploring several pivotal questions: What might quality teaching mean in a global context? What should globally competent teachers know and be able to do? What are some of the issues, dilemmas, barriers, or structures that seem to interfere with teacher education reform and hinder movement towards internationalization in teacher preparation? The discussion is framed by five knowledge domains for teaching and articulates how these domains could support quality teaching in a global context.
Published: 2010
Updated: Oct. 12, 2010
110
The current article provides a brief discussion of the contextual need for global perspectives in teacher preparation programs for preparing teachers to acquire global perspectives. The paper identifies important proposals that address exposing prospective teachers to international experiences and integrating international global education into the process of their preparation as teachers. The article also points to tensions that need resolution as the field of teacher preparation works to promote and integrate international global education in preparing globally minded educators and cosmopolitan educators.
Published: 2010
Updated: Oct. 10, 2010