Asia-Pacific Journal of Teacher Education最新文献

{"title":"Teacher educators as public intellectuals: exploring possibilities","authors":"D. Heck","doi":"10.1080/1359866X.2022.2049700","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2049700","url":null,"abstract":"ABSTRACT As higher education providers respond to increasing financial pressures with restructures and downsizing, teacher education is often subsumed into larger faculties that result in teacher educators’ work, especially related to accreditation lost in the myriad of benchmarks and measures to be achieved. Even during a worldwide pandemic, teaching and teacher education continue to be subjected to scrutiny and portrayed as problematic by policymakers. In the 50th year of the Asia-Pacific Journal of Teacher Education, it is timely to reflect on our role as public intellectuals and explore possibilities to engage with discussions that shift the negative gaze in both teaching and teacher education to explore and generate new sensibilities. The paper critically analyses possibilities for teacher educators as public intellectuals through their research, teaching and service endeavours to make cultural contributions to education research and practice.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45124535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Celebrating the 50th anniversary of APJTE: a reflection on the past, present and future","authors":"Keita Takayama, Margaret Kettle, S. Heimans, G. Biesta","doi":"10.1080/1359866X.2022.2022854","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2022854","url":null,"abstract":"This year marks the 50 anniversary of the Asia-Pacific Journal of Teacher Education (APJTE). We, the editors of the journal, would like to celebrate the milestone year by organising a number of special features in our editorials throughout the year. In addition to introducing the regular articles included in each issue, we are going to invite a number of people who can speak to the promises and challenges for the field of teacher education today, who can help us reflect upon where the field has come from and where it should be headed to in the near future, and who can help us imagine teacher education and research differently through cross-cultural and cross-national dialogues. One thing that we have been trying to achieve in our editorial role over the last few years is to strengthen the linkage between the journal and its sponsoring association, the Australian Teacher Education Association (ATEA). Last year, we organised two sessions at the ATEA conference; the one where we invited some of the journal’s advisory board members to engage with our eight challenges (see Biesta, Takayama, Kettle, & Heimans, 2020), and the other where an information session about the journal was held to offer ATEA’s early career researchers some tips on how to get published. Besides, one of us regularly attends the ATEA executive meetings to stay informed of their discussions. Though APJTE is not exclusive to ATEA members, it is vitally important that APJTE serves the interests of ATEA and actively advocate for the profession. As part of this ongoing effort to facilitate the linkage, we invited the four keynote speakers at the 2021 ATEA annual conference to be part of our celebration. We asked them to either prepare a manuscript based on their keynote speeches or to be interviewed by us. Jo-Anne Reid (Charles Stuart University, Australia) and Graeme Hall (Australian Institute for Teaching and School Leadership) prepared a manuscript, which is included in this issue, while the other three keynote speakers opted to answer our questions in an interview format, and this issue includes an interview with Anne Phelan from the University of British Columbia, Canada. The interviews with Ken Zeichner (University of Washington, USA) and Marnee Shay (University of Queensland, Australia) will be published in the subsequent issues. In Looking back, looking forward: Taking stock of teacher education at (another) crossroad, Jo-Anne Reid and Graeme Hall, the two veteran Australian teacher educators who have been associated with ATEA for many years, offer us a rare glimpse into the history of ATEA and the crucial roles that APJTE has played in helping to enhance the legitimacy of teacher education as a proper discipline within the university and supporting the professionalisation of teachers. In Australia, just as elsewhere, the field of teacher education has been under consistent attack both from within and outside academia. One of the key strategies employed by those who demand prop","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48091706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Looking back, looking forward: taking stock of teacher education at (another) crossroad","authors":"Jo-Anne Reid, Graeme W. Hall","doi":"10.1080/1359866X.2021.2019676","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2019676","url":null,"abstract":"ABSTRACT Teacher education in the time of the covid is unpredictable indeed. Fifty years ago, a major political overhaul of initial teacher education removed control from state education departments and began the transition of ITE to a university discipline. This led to the emergence of the teacher education professional, and the need for an association such as ATEA to maintain self-regulation and development of the field. While “on the ground” the daily practice of teacher education may not feel the same as it did in 1971, when we think about our possible futures, we argue that we must always take account of our pasts – and how they have shaped the social, political, and educational contexts we do and will experience. The things we do as teacher educators, along with how we do them, where we do them, and even who we do them with, are always changing: attention to our history is essential as we imagine shaping our future. We are indeed in an unpredictable position. We revisit our history here to argue that there is benefit now, in listening to advice from the past – and considering the possibilities of a road not yet taken.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42985539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An ethics of innovation for teacher education: an interview with Anne Phelan","authors":"Anne M. Phelan","doi":"10.1080/1359866X.2021.2022095","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2022095","url":null,"abstract":"One of the abiding challenges for teacher education is to create and sustain a sense of educational possibility. This means putting conditions in place that can help preserve the capacity of each new teacher to renew the educational conversation, that is, to question, to articulate what matters, and to imagine yet unthought educational purposes and practices. This means that teacher education programmes and policies not only welcome but nourish the difference that each newcomer brings to the profession. Put simply, the challenge is how to keep the question of a future open. This is a perennial educational challenge of course but one currently haunted by neo-liberal learning utopias, on the one hand, and pandemic dystopias, on the other. Utopian thought provides enticing visions of a better future. In its neo-liberal variety, the future is defined within the terms of global economics. Oriented towards uncontested and predetermined destinations, neo-liberalism offers a sort of user manual for living and teaching (Clarke & Phelan, 2017). It provides direction without inviting an articulation of meaningful purpose (Brown, 2017). This means that the need for ethical judgment or political consideration is erased because, we are told, there are no alternatives to consider. Dion Rüsselbæk Hansen and I have written about how the neo-liberal utopian ideal of a better economic future is entangled with education (Phelan & Rüsselbæk Hansen, 2021). Education becomes little more than “a ‘resource’ to be used as part of the standing reserve in the game of national economic competition” (Peters & Humes, 2003, p. 432). Teachers become the instrumental means to commercial ends and good teaching, directed towards predetermined effects – improvement of student test scores on international comparative tests (Hattie, 2013; McMahon, Forde, & Dickson, 2015) – is seen as merely “a clinical practice positioned within an audit culture” (Peters & Humes, 2003, p. 68). In this scenario, teacher education prepares teachers as:","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41754455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Handling national controversy on the education frontline: perceptions of Hong Kong teachers on the pedagogies for National Education","authors":"E. Chong, June M. Hu, Eric Chi Keung Cheng, I. Davies, Hei-hang Hayes Tang, Y. Leung, S. F. Hung","doi":"10.1080/1359866X.2021.2010273","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2010273","url":null,"abstract":"ABSTRACT During the turbulent 2018–19 school year, we researched Hong Kong teachers’ perceptions regarding the design and implementation of National Education in schools for students aged 12–17. We seek to make a contribution to understandings of aspects of the cultural, political and social dimensions and contexts relevant to teacher education. 41 civic and/or national education teachers were interviewed about their educational aims, content, teaching methods and assessment approaches. Teachers believe National Education should deliver and assess knowledge of China and nurture students’ identification with the nation through teaching Chinese culture and history via a balanced pedagogical approach and experiential learning. They discuss the relationship between Hong Kong and China, and conclude that teaching about the Chinese government is unavoidable. This indicates that in addition to teachers’ long established cultural, civic and cosmopolitan forms of nationalism, they are now using national unity and economy-induced nationalism to frame their professional work. These findings are significant because they indicate teachers’ fundamental and educational characterisations of National Education at this crucial juncture of Hong Kong; highlight the issues that should be considered for any programmeof initial or in-service teacher education; and, ultimately, indicate the nature of what may possibly be implemented in schools.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46095019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The contribution of research units to research culture in Israeli teacher education colleges from unit members’ perspective","authors":"Ainat Guberman, R. Zuzovsky","doi":"10.1080/1359866X.2021.2012557","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2012557","url":null,"abstract":"ABSTRACT In recent decades, Israeli teacher education colleges underwent an academisation reform, and teacher educators were required to show research productivity. Teacher education colleges formed research units in order to nurture a culture of research and help teacher educators become research active. The current study analyses research unit members’ narratives to learn about their activities, the challenges they faced, and how dealing with these challenges contributed to their colleges’ research culture. The data consist of stories they told about meaningful experiences they had while working in these units. We found that research unit members had to negotiate their status in relation to veteran teachers on the one hand, and college authorities on the other hand. Over the years, the developing research capacity of teacher educators prompted the expansion of the units and the services they provide. College authorities were a major driving force in this process, whereas research universities set the benchmark for the desired academic level. Nonetheless, the expansion of research in the teacher education colleges is inspired by a neo-liberal, individualistic approach and sometimes comes at the expense of teaching. College authorities’ leadership is needed to foster collective research agendas that are inspired by teacher education practice.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45233176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Working towards LGBTIQ-inclusive education: perceptions of pre-service teachers’ comfort and emotional experience","authors":"Blake Cutler, Megan Adams, L. Jenkins","doi":"10.1080/1359866X.2021.2010274","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2010274","url":null,"abstract":"ABSTRACT This study explored Master of Teaching pre-service teachers’ (PSTs’) feelings of comfort and more broadly, their emotional experience as they prepare to work in classrooms with LGBTIQ students. Within the context of a broader mixed methods research project, PSTs were surveyed, and data were combined with a focus group (total participants n = 42). This paper reports on the qualitative data collected. Theoretically, Vygotsky’s cultural-historical approach was used to elicit information about the PSTs’ emotional experience (perezhivanie). Important findings indicate that PSTs’ past experiences influence their understanding of LGBTIQ content and their willingness to transform their developing pedagogy. Systemic tensions around language and context contributed to challenging emotional experiences when PSTs were unable to mitigate the issues. It is argued that comfort is an initial starting point, but perezhivanie provides a lens to examine and support a broader understanding of the institutional structures which constrain PSTs when working with LGBTIQ students.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45817094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher professional learning and development: linear discourses and complexities of teacher learning","authors":"Phatchara Phantharakphong, I. Liyanage","doi":"10.1080/1359866X.2021.2010276","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2010276","url":null,"abstract":"ABSTRACT Understanding teacher learning, and relations between that learning and practice, has become a research priority in the quest for quality. Managerial policy discourses that commodify teachers as academic capital encourage institutions to adopt linear models of professional learning and development (PLD) as auditable value-adding, yet this perspective is at odds with conceptualisations of teacher learning as complex, unpredictable, and individually unique. Whilst teacher PLD defies reductionist theorisations guiding its provision and evaluation, government and institutional policies continue to be dominated by rather simplistic linear and outcomes-focussed conceptualisations. Drawing on interview data, this paper explores practitioners’ own understandings of lived experiences of learning through formal PLD in settings seemingly dominated by linear discourses of relations between learning and practice. We discuss how teachers understand and (re)negotiate their formal PLD experiences in and through practice amidst relational complexities to offer suggestions for rethinking how teachers and institutions approach, participate in, and learn from formal teacher PLD experiences, and for disrupting the linear discourses that dominate and complicate the complexity and nature of teacher learning and practice.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47716350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International service-learning: possibilities for developing intercultural competence and culturally responsive pedagogies","authors":"Alison Wrench, Bec Neill, Alexandra Diamond","doi":"10.1080/1359866X.2021.2010275","DOIUrl":"https://doi.org/10.1080/1359866X.2021.2010275","url":null,"abstract":"ABSTRACT Globalisation and human mobility have contributed to increased student diversity in Australian schools and globally. Initial Teacher Education (ITE) programmesare under pressure to prepare pre-service teachers (PST) who can respond to the educational and cultural needs of diverse student cohorts. International study tours and service-learning programs are conceived as means for developing interculturally competent “classroom-ready” teachers. This paper reports on a New Colombo Plan water safety/swimming programmedesigned and delivered by pre-service teachers in a rural Fijian community. Findings indicate that immersion as “other” was important for building empathy and appreciation of the lived realties of linguistically and culturally diverse Indigenous Fijian and Indo-Fijian children. Additionally, findings reveal various ways by which PST enacted cultural competence in teaching the water safety/swimming program. Where international service learning is not always be an option, we argue for multiple opportunities for PST to work with children within diverse communities and cultural life-worlds. At stake is the potential of ITE programs to enable the development of pedagogical practices for meeting the cultural and educational needs of all children We believe these calls have relevance for ITE educators and their programs in Australia and the broader Asia-Indo-Pacific region.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher education policy: part of the solution or part of the problem?","authors":"G. Biesta, Keita Takayama, Margaret Kettle, S. Heimans","doi":"10.1080/1359866X.2021.1992926","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1992926","url":null,"abstract":"Education policy makers do important work, particularly in their role as law makers. They provide the legal structures within which education functions, which includes the provision of financial resources. Viewed from this angle, one might even say that policy can perform a protective function vis-à-vis education, particularly by shielding education from domination by commercial interests or ideological agendas. Policy makers and politicians are not necessarily also policy inventors. While they do have their own agendas, and often are elected on the basis of particular ideas about or even clear promises with regard to education, they operate within a complex field of diverse interests, values, and priorities. This helps to explain why policy making is never a linear process that goes straight from a “good idea” to legislation and policy implementation. It is, at best, a struggle – not unlike the struggle for the curriculum (Kliebard, 2004) – and is as much a struggle over what counts as it is a struggle over who counts, that is, over who has a voice and who has a say. The idea that the main concern of policy makers and politicians is about securing and safeguarding public goods such as education, is a key plank in the idea of the welfare state. Whereas a significant number of countries did develop this particular societal configuration, in most cases in the decades after the Second World War, all this was fundamentally changed as a result of the rise of neo-liberal forms of governance which emerged from very specific political ideologies (such as, in the UK, Thatcherism). Neo-liberalism is often characterised as the dominance of the logic of the market, where a “small state” is mainly there to provide or ensure quality control over the market provision of “public services” (note the shift from the “public good” to “public service”). In the neo-liberal set up, the state is no longer a provider of such services and is, in theory, also no longer involved in defining which services should be “on offer,” as this is mainly seen as a matter of demand (by customers) and supply (by the market). The “in theory” is important here, however, because it could be argued that the logic of giving customers what they want actually expresses a very particular political ideology which can best be characterised as populist. And it could be argued that rather than making the political case for populism, neo-liberal governments simply let the market do this work for them, often quite “successfully.” The impact of neo-liberalism on educational policy and practice has been well documented and analysed (see, e.g., Ball, 2007, 2012; Ravitch, 2011), with a significant number of authors arguing that the logic of the market – of giving customers what they want – is fundamentally incompatible with the logic of education, where there is always the question whether what the child or student ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION 2021, VOL. 49, NO. 5, 467–470 https://doi.org/1","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48105691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}