Asia-Pacific Journal of Teacher Education最新文献

{"title":"Preparing to be future early childhood teachers: undergraduate students’ perceptions of their identity","authors":"Runke Huang, Haowen Zheng, Tianxue Duan, Weipeng Yang, Hui Li","doi":"10.1080/1359866X.2022.2066506","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2066506","url":null,"abstract":"ABSTRACT Teachers’ professional identities, or the professional images teachers have of themselves, play an essential role in teachers’ pedagogical knowledge and their propensity to stay in the profession. Even though with a shared recognition of the importance of professional identities among teachers, research is limited in terms of examining preservice teachers’ professional identities in early childhood education (ECE). This study, thus, investigated Chinese ECE undergraduate students’ perception of their identities as future teachers and the factors perceived to influence their professional identities. Altogether 182 preservice early childhood (EC) teachers were surveyed, and six graduates from the teacher training programmes were interviewed. Latent profile analyses generated three profiles of professional identity: low, medium, and high profiles. Regression analyses revealed that the year of study negatively predicted preservice teachers’ profile of professional identity, while the academic competency positively predicted the profile. Further interviews indicated that the social images of EC teachers, professional learning in universities, and requirements in kindergartens were perceived as the main obstacles to achieving a high identity, which refers to a strong, emotional recognition of ECE, satisfaction with the teacher education programme, and positive career prospects.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48911156","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":"Disrupting power through reflexivity: new possibilities for researchers and teachers working with Dalits in Nepal","authors":"Sudeep Khanal, C. Charles","doi":"10.1080/1359866X.2022.2058912","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2058912","url":null,"abstract":"ABSTRACT Sociologists of education have shown that schooling tends to favour the most powerful groups and that even well-intentioned researchers can run the risk of perpetuating some of the very power structures we seek to critique. In this paper we explore how a male, Brahmin researcher from Nepal (the highest caste group in Nepalese society) attempted to disrupt power in researching the educational experiences of the lowest caste group – the Dalits – in one public school in Nepal. Drawing on ethnographic data generated in the field, alongside feminist theorising about reflexivity and power in research, we illuminate daily events in the life of a government school in Nepal that worked to reproduce power, including interactions that were witnessed between a range of actors in the field. We consider how the researcher’s reflexivity enabled him to recognise power and attempt to disrupt it. We argue that the focus on the “how” of research – with power at the forefront of our thinking – can lead to seeing things in the field in new ways, with the potential to influence future research and teaching in the Nepalese context in order to work towards justice for Dalit students.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48847579","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":"Double indemnity: dualities, tensions and loss in the moral economies of feedback","authors":"M. Clarke, Caroline Elbra-Ramsay","doi":"10.1080/1359866X.2021.1980861","DOIUrl":"https://doi.org/10.1080/1359866X.2021.1980861","url":null,"abstract":"ABSTRACT Conceptually and practically, feedback typically sits within a pedagogical, rather than a philosophical, framework. Drawing on a longitudinal study with student teachers seeks, this paper seeks to critically reframe feedback beyond the pedagogical by considering the moral tensions and ethical dilemmas within feedback, thereby revealing an inherent duality in feedback as a phenomenon. Specifically, the study followed a group of student teachers through their three-year teacher education programme in order to explore their experiences and conceptions of feedback as these developed during their degree. Key to the study is the unique situation of student teachers as givers and receivers of feedback; but it also arises from their unique exposure to the neoliberal policy climate, as a consequence of the penetration of initial teacher education by high stakes regulatory mechanisms that may be at odds with the student teachers’ emerging professional judgement. As such, what we are calling the ‘double indemnity’ of feedback is partly informed by the participants’ dual and conflicted experiences as a learner and teacher but also by losses of innocence, optimism and sense of efficacy they experience as part of their development within the moral economies of feedback.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44420964","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: benefits, challenges and experiences of pre-service teachers","authors":"D. Chambers, Shane D. Lavery","doi":"10.1080/1359866X.2022.2050355","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2050355","url":null,"abstract":"ABSTRACT This study explores the experiences and perceptions of 13 Australian early childhood, primary and secondary pre-service teachers who undertook a two-week international service-learning immersion in an educational setting in Phnom Penh, Cambodia. Qualitative data were collected pre-immersion through an anonymous questionnaire, and post-immersion through reflective journals/reports and focus group interviews. Results suggest that benefits included academic development and cross-cultural learning. Challenges involved language difficulties and coming to terms with the poverty and history of Cambodia. The participants indicated that the immersion was extremely relevant to them, both professionally and personally. Finally, cultural experiences encouraged the participants to generate cultural knowledge and understanding which may enhance their future teaching. Overall, the study suggests that the inclusion of an international service-learning immersion aids in the preparation and training of pre-service teachers for a culturally diverse global society.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42891971","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":"Interview with Ken Zeichner: Current challenges and future possibilities for teacher education","authors":"Kenneth M. Zeichner","doi":"10.1080/1359866X.2022.2045472","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2045472","url":null,"abstract":"ABSTRACT Based on Ken’s keynote address at the 2021 Australian Teacher Education Association conference, in this interview, Ken outlines his arguments on the current challenges and possibilities for teacher education, especially in the United States. Significant challenges include funding constraints and structural reconfigurations in teacher education courses as well as schools, and the implications for students from non-dominant communities who comprise significant cohorts in American schools. To address the inequities and assert the “rightful presence” of communities in the education of their children, Ken calls for a democratising of education and provides persuasive examples of how this approach has been actioned.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44787673","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":"Voices from the developing nations of Asia and the Pacific: deliberations on the problematisations by the editors about the Global South","authors":"E. Saito","doi":"10.1080/1359866X.2022.2045565","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2045565","url":null,"abstract":"ABSTRACT Some of the problems addressed by the editors of the Asia-Pacific Journal of Teacher Education (APJTE) refer to the issues concerning the Global South. This commentary elaborates upon the problematisations by the editors with reference to the ethical challenges arising in contexts of political turmoil; issues related to the power, or lack of it, of transnational organisations; and challenges faced by researchers from developing countries to publish their works in international journals. The commentary argues that the APJTE can, and should, contribute to solving the aforesaid issues and function as a platform for exchange of views, knowledge, and ideas among scholars from the developing nations of Asia and the Pacific and their counterparts from developed countries. In this context, substantial attention should be paid to the problems in those areas in the form of special issues, in addition to publication of articles in regular issues; an establishment of a new category for shorter pieces or commentaries should be considered; and online sessions should be organised for researchers in developing countries of Asia and the Pacific about how to publish with the APJTE.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42922014","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":"Teaching, teachers, and teaching resources in mathematics education research","authors":"Jana Višňovská, J. Cortina","doi":"10.1080/1359866X.2022.2045567","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2045567","url":null,"abstract":"ABSTRACT We address two of the challenges that were recently raised in APJTE editorial. The editorial aimed to encourage the APJTE research community, and the field of teacher education broadly, to engage in research, in which a complex view of teaching is assumed, explored, and proactively supported. We offer a perspective on the standing of two of the outlined challenges in mathematics education research and notes on what pursuing these challenges may entail. Specifically, we comment on the challenges of (1) reclaiming a practically meaningful, intellectually rigorous and politically astute conception of teaching, and (2) dealing well with and rigorously theorising the complexity of education, teaching, and teacher education. We start with a brief (and necessarily reductive) account of the history of mathematics education research domain and highlight how the conceptions of teachers and teaching were shaped through the research endeavours. We bring to the fore the implications that the dominant research approaches had for resources for teaching school mathematics. In this context, we turn to design research methodology in mathematics education and illustrate how the methodology, when coupled with the orientation of designing for teachers, can assist in the researchers’ pursuits of the outlined challenges.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139611","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":"Challenges to the field of teacher education research","authors":"Jo-Anne Reid","doi":"10.1080/1359866x.2022.2045568","DOIUrl":"https://doi.org/10.1080/1359866x.2022.2045568","url":null,"abstract":"ABSTRACT The Editors’ challenges to the field of teacher education ask us to take stock: what is education for? What is our role in preparing new teachers to educate the nation? In their introduction to the panel discussing these challenges, they asked three questions: “Does ‘the field’ need to be challenged?”; “Can ‘the field’ be challenged?,” and “In which direction(s)?” Their answers were “yes,” “yes,” and “tell us.” Academic journals, of course, cannot change the world, but they can do far more than simply reflect back to us what we are thinking and doing to advance knowledge. Over time they certainly reflect the changes in our thinking, and from time to time they can intervene, as these editors are attempting to do, by taking a stand and asking explicit questions about the directions they believe we should be taking – challenging us, in fact, to think again, and perhaps, change our minds about what we think we should be doing.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47586322","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":"Calls to action for teacher education research and practice: voices from the field","authors":"Margaret Kettle, S. Heimans, G. Biesta, Keita Takayama","doi":"10.1080/1359866X.2022.2048464","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2048464","url":null,"abstract":"This issue marks the second in our special series commemorating the 50th anniversary of the Asia-Pacific Journal of Teacher Education (APJTE). As expressed in our first issue, a number of initiatives are underway to harness the history of the journal – its editors, leading articles that were deemed to make a difference in the field as well as the topics and debates that have headlined different periods in the journal. APJTE is the journal of the Australian Teacher Education Association (ATEA) and as noted in our previous editorial (Takayama, Kettle, Heimans & Biesta, 2022), the association and APJTE have always been internationalist in their orientation; indeed, the association was originally titled the South Pacific Association of Teacher Education before changing to ATEA in 1988. In this issue, our focus turns to calls for action in teacher education research and practice from scholars who represent the diversity of voices characterising the field. The scholars initially presented their ideas at the 2021 ATEA conference and were subsequently invited to expand on them in this celebratory anniversary issue. We have invoked the metaphor of calls and voices to foreground the meaning and urgency of the arguments in the papers. In everyday life, we are familiar with the concept of calls – the call to prayer, bird calls, a clarion call – where the function is to communicate important meaning appropriately and in context. For example, we might understand the respective calls listed above as follows: a gracious invocation to pause and listen, the delineation of territory and the drive for survival and sustainability, and an emphatic request for something to happen. In all three instances, the people and birds issuing the calls are imbued with the authority and capabilities to make their messages meaningful and relevant. In the same way, we argue that the people issuing calls for action in teacher education research and practice in this APJTE publication have the authority and expertise afforded by experience, roles, insights, and longevity of engagement in the field. They offer meaningful and important conceptualisations of teaching, teachers, and teacher education. As such, they delineate the field as it currently stands and foreground the areas that need urgently redressing to ensure our ongoing legitimacy and relevance. In addition, they offer possibilities and strategies for new directions in teacher education, ones that entail change and a level of adaptation to the prevailing conditions, particularly economic and political agendas, and articulate new forms of engagement with communities, students, families, and practitioners. Like all calls to action and the ensuing politics and power relations, our authors remind us that these possibilities open up new conceptual, political, and relational territory but are best ventured into together – as a field, guided by an association such as ATEA. We therefore consider the papers presented in this issue to ","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45442160","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 ripple effect: epistemic and professional justice in Indigenous education","authors":"M. Shay","doi":"10.1080/1359866X.2022.2045566","DOIUrl":"https://doi.org/10.1080/1359866X.2022.2045566","url":null,"abstract":"I was honoured to have been invited by the Editorial team of the Asia-Pacific Journal of Teacher Education (APJTE henceforth) as part of a panel at the Australia Teacher Education Association Conference 2021, which was a robust discussion about the eight challenges the editorial team set for the field of teacher education (Biesta, Takayama, Kettle, & Heimans, 2020). Before I share my thoughts in responding to the challenges set out in the paper outlining the statement about teacher education between principles, politics and practice by the APJTE editorial team, I centre my epistemic and ontological protocol of introducing my relatedness. My maternal connections are to the Daly River region (Wagiman Country) in the Northern Territory of Australia. I was born in Brisbane and raised around Southeast Queensland where my family have many community connections. I am fortunate to have a full appreciation of the many strengths, knowledges, and wisdoms in our communities, from Elders and diverse knowledge holders. The panel discussion had landed in NAIDOC week in Australia. NAIDOC stands for the National Aborigines and Islanders Day Observance Committee (Commonwealth of Australia, 2021). It originally emerged from Aboriginal groups about 100 years ago in the 1920ʹs which aimed to improve treatment and rights of Aboriginal and Torres Strait Islander peoples – but of course the resistance and advocacy started well before this in earlier colonial times. Our fight for survival, recognition and justice in this place is a long one. The theme for the 2021 NAIDOC is “Healing Country.” It is a timely reminder of the significant and existential crises we are facing in the world today, and how important Indigenous knowledges are in finding solutions to these crises (Tom, Sumida Huaman, & McCarty, 2019). The focus of my panel response was about epistemic and professional justice. These two concepts go hand in hand when considering the eight challenges to the field outlined by the editorial group of the Asia-Pacific Journal of Teacher Education. Biesta et al. (2020) outline that the tensions between “the practicalities of the job” and the “engagement with educational theory, history, and scholarship” is “probably as old as the institutionalisation of teacher education itself” (p. 455). I argue that the struggle for justice in education and teacher education for Indigenous Australians is as old as the institutions of Australia itself. I want to be future focused in my response but to know where we are","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47991617","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}