Teacher Education Quarterly最新文献

{"title":"New Lives of Teachers","authors":"C. Day","doi":"10.1007/978-94-6209-240-2_4","DOIUrl":"https://doi.org/10.1007/978-94-6209-240-2_4","url":null,"abstract":"","PeriodicalId":203545,"journal":{"name":"Teacher Education Quarterly","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128913225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Rise of the Life Narrative","authors":"I. Goodson","doi":"10.4324/9781315768199.CH1","DOIUrl":"https://doi.org/10.4324/9781315768199.CH1","url":null,"abstract":"The author discusses how narratives, which are part of the common currency of the day, have dramatically changed over the years. Grand narratives, which grew exponentially in the mid-nineteenth century, have now been replaced by two different narratives: life narratives and small-scale narratives. He also discusses how small narratives have been expressed in emerging patterns of art, politics, and business; and describes an example of a research project that seeks to address some of the dilemmas present in life history work. The Learning Lives project, which is a large interdisciplinary project funded by the Economic and Social Research Council in Britain from 2004-2008, seeks to deepen understanding of the meaning and significance of informal learning in the lives of adults, and aims to identify ways in which the learning of adults can be supported and enhanced. To see learning as located within a life history is to understand that learning is contextually situated and that it also has a history, in terms of (a) the individual's life story, (b) the history and trajectories of the institutions that offer formal learning opportunities, and (c) the histories of the communities and locations in which informal learning takes place. In terms of transitional spaces learning is seen as a response to incidental transitions, such as events related to illness, unemployment, and domestic dysfunction, as well as the more structured transitions related to credentialing or retirement. Hence, these transitional events create encounters with formal, informal, and primal learning opportunities.","PeriodicalId":203545,"journal":{"name":"Teacher Education Quarterly","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114324876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Principals' Perceptions of the Causes of Teacher Ineffectiveness in Different Secondary Subjects.","authors":"Bruce Torff, D. Sessions","doi":"10.1037/0022-0663.97.4.530","DOIUrl":"https://doi.org/10.1037/0022-0663.97.4.530","url":null,"abstract":"The performance of the teachers in our nation's schools has long been a concern among educators, parents, and policymakers, but recent educational reform initiatives have put issues of teacher quality in the spotlight. For example, the No Child Left Behind Act of 2001 requires states to ensure that all classrooms be staffed by a \"highly qualified\" teacher. Alternative teacher-certification programs have proliferated, with the goal of increasing the supply of teachers and enhancing their quality. It has also been suggested that teacher certification be deregulated so that college graduates who lack course work in education could qualify for a teaching certificate (Ballou & Podgursky, 1998; Finn, 1999; Finn & Madigan, 2001; Gross, 1999; Hess & Finn, 2004; Hirsch, 1996; Kanstoroom & Finn, 1999; Kramer, 1991; Podgursky, 2005; Ravitch, 2000; Sykes, 1995). The question arises as to the efficacy of these initiatives for enhancing teacher quality. Such a determination requires that the fundamentals of teaching competence be identified, since a shortfall in any of these fundamentals constitutes a potential cause of teacher ineffectiveness and thus a threat to teacher quality. The fundamentals of teaching competence can be categorized as encompassing content knowledge (expertise in the subject being taught, also known as \"subject-matter knowledge\") and pedagogical knowledge (expertise in teaching strategies and tactics, typically taught in teacher-education courses) (Shulman, 1987). Arguments as to which of these fundamentals comprises the greater threat to teacher quality are abundant in the literatures in psychology and education, among other places (Ball, 1990; Darling-Hammond, 2005; Darling-Hammond & Bransford, 2005; Finn, 1999; Finn & Madigan, 2001; Gross, 1999; Hess & Finn, 2004; Hirsch, 1996; Kanstoroom & Finn, 1999; Kramer, 1991; Ma, 1999; Null & Ravitch, 2006; Podgursky, 2005; Ravitch, 2000; Sykes, 1995). But since determining whether content knowledge or pedagogical knowledge more often causes teacher ineffectiveness is a question best resolved empirically, teacher performance must be evaluated. This evaluation has proven contentious, and it seems clear that foolproof means to assess teacher performance remain elusive (Brandt, 1996; Copland, 2001; Darling-Hammond, 1986; Ellet & Teddie, 2003; Frase & Streshly, 1994; Goldstein, 2004; Haefle, 1993; Peel & Inkson, 1993; Sullivan, Mousley, & Gervasoni, 2000; Wayne & Youngs, 2003; Wise, et al, 1984). As described below, teacher performance can be assessed in at least two ways: using measures of student achievement, typically test scores; and using evaluations made by principals, the administrators who supervise teachers in schools. Assessing Teacher Performance through Student Achievement Some commentators recommend that teacher performance be evaluated using student-achievement measures (typically standardized test scores) (e.g., Finn, 1999). Critics of this approach (e.g., Darling-Hammond, 2005) have","PeriodicalId":203545,"journal":{"name":"Teacher Education Quarterly","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114485825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Schooling in Disaster Capitalism: How the Political Right Is Using Disaster to Privatize Public Schooling","authors":"Kenneth J. Saltman","doi":"10.1057/9780230100893_3","DOIUrl":"https://doi.org/10.1057/9780230100893_3","url":null,"abstract":"","PeriodicalId":203545,"journal":{"name":"Teacher Education Quarterly","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114570089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beginning Professors and the \"Reform\" Agenda: Reform or Response?","authors":"A. Cole, J. Knowles","doi":"10.2307/23477783","DOIUrl":"https://doi.org/10.2307/23477783","url":null,"abstract":"","PeriodicalId":203545,"journal":{"name":"Teacher Education Quarterly","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131042921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Teacher's Professional Knowledge: Constructing Identity and Community.","authors":"I. Goodson, A. Cole","doi":"10.4324/9780203489345-14","DOIUrl":"https://doi.org/10.4324/9780203489345-14","url":null,"abstract":"A starting point for this article is a belief that if we are to develop valued models of teacher development, we first need to listen closely to the teacher's voice. We need to continue, almost obsessively, that act of listening. Hence, it is judged that the best way to Ivor F. Goodson is a develop sensitive models of professional develop professor in the Faculty ment is first of all to listen to the professionals at of Education, The whom the development is aimed. This process of University of Western sensitive listening has been advocated at a number of Ontario, London; Ardra levels recently. For instance, an emerging body of L. Cole is on the faculty work has suggestively recommended the develop ofThe Ontario Institute ment of collaborative case studies, life stories, and for Studies in Education, narratives that seek to elicit the teacher's \"personal Toronto. practical knowledge\" (e.g., Connelly & Clandinin","PeriodicalId":203545,"journal":{"name":"Teacher Education Quarterly","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115523453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reform and “being true to oneself”: Pedagogy, professional practice, and the promotional process","authors":"A. Cole, J. Knowles","doi":"10.2307/23477789","DOIUrl":"https://doi.org/10.2307/23477789","url":null,"abstract":"Excerpt from Chapter: \"This chapter is a continuation of our dialogical reflection on academic life. In a sense, it is a \u0000culmination of our earlier pre-tenure discussions (see, Knowles & Cole. 1994; 1995). Drawing on aspects of Gary's experience as a beginning \u0000professor in particular. we consider the prospects (?) of teacher education reform. When we first conceptualized our chapter on beginning professors \u0000and teacher education reform, we did not intend to present elements of very personal experiences and perspectives as now represented. Circumstances related to Gary's tenure application guided us in a new direction, as we will soon make clear.\"","PeriodicalId":203545,"journal":{"name":"Teacher Education Quarterly","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125356852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"No Child Left Behind as an Anti-Poverty Measure","authors":"Jean Anyon, Kiersten Greene","doi":"10.4324/9780203874837.CH27","DOIUrl":"https://doi.org/10.4324/9780203874837.CH27","url":null,"abstract":"","PeriodicalId":203545,"journal":{"name":"Teacher Education Quarterly","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115102170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}