Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

Howe, Edward R.

doi:10.1080/02607476.2012.733191

Cited by 17 publications

(16 citation statements)

References 27 publications

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“…A forthcoming early childhood education initiative will result in the same increased field-based component of ITE in that sector. The postgraduate ITE initiatives follow other country's attempts at improving the effectiveness and raising the status of teaching (Howe 2013) and of addressing performance in the system (Parata 2013b). The Aotearoa NZ policy initiative responds to international views about ITE as a substantial policy lever for education system development (Organisation for Economic Co-operation andDevelopment 2005, 2010;Murray, Swennen, and Shagrir 2009).…”

Section: Introductionmentioning

confidence: 99%

Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa, New Zealand

Gunn

Berg

Hill

et al. 2015

Journal of Education for Teaching

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An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study's analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned.

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Section: Introductionmentioning

confidence: 99%

Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa, New Zealand

Gunn

Berg

Hill

et al. 2015

Journal of Education for Teaching

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“…The significant bonds or kizuna formed between teachers and students and amongst peers in Japan are noteworthy (Howe, 2013, Sakamoto, 2011. I have experienced this phenomenon of kizuna with my teacher education students through their four years of study together in small cohorts of about ten per year.…”

Section: Teacher Education In Japan Nurturing Collegial Relationshipsmentioning

confidence: 99%

“…This could be improved with reforms to teacher education programs to include a component of comparative and international education. As the Ministry of Education, Sports and Culture (MEXT) has proposed changing the teacher education programs to a post-degree 2-year master's, there could be the provision for more transcultural education (Howe, 2013). I look forward to that prospect but it is many years if and when it becomes a reality.…”

Section: Marina's Transcultural Journeymentioning

confidence: 99%

“…Throughout the world, there is a perceived crisis of -falling behind‖ as international achievement tests become standardized measures of success (Akiba & LeTendre, 2009;Baker & LeTendre, 2005). Teachers are increasingly under pressure to cover -core" content at the expense of arts, humanities, global citizenship education and social justice issues (Howe, 2013;Mundy & Farrell, 2008). Teaching to the test is becoming more common at all grade levels.…”

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confidence: 99%

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Global Citizenship Education from Across the Pacific: A Narrative Inquiry of Transcultural Teacher Education in Japan

Howe

2014

Cult. and Ped. Inq.

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Teachers and teacher educators play increasingly important roles in creating successful futures for both individuals and society in light of globalization, increasing diversity, and growing interdependency. Within the dialectic of global and local, opportunities now for transformational learning, fostering social justice and global citizenship are unprecedented. However, global citizenship education (GCE) that explores different conceptual, theoretical, and methodological considerations of decolonizing citizenship education in practice remains a challenge for teachers.Thus, this paper describes pedagogies of GCE within pre-service teacher education classes and high schools in Japan. Furthermore, transcultural stories of several teachers are shared. The research reported here is based on over two decades of experience as a teacher educator in Canada and Japan. There is a paucity of long-term research on teachers' reflections and experiences as they attempt to integrate GCE into their teaching, captured through personal narrative and story. Furthermore, due to a Western hegemony of knowledge, Eurocentric education, neo-colonialism, and neoliberal/conservative agendas in higher education, the voices of others outside North America are rarely heard. The research presented here attempts to fill this gap. This paper investigates these issues and teachers' personal practical and professional knowledge through narratives of transcultural journeys.

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“…The qualitative self-study focused on teacher educators' understanding of, and commitment to, international-mindedness. Accounts of the internationalization of teacher education outside the United States include Ferguson-Patrick, Macqueen, and Reynolds' (2012) description of an Australian university's reform of a teacher education curriculum; Howe's (2013) case study of an undergraduate program in Japan, which prepares candidates for global citizenship education and includes support for gradual teacher induction; and Appleyard and McLean's (2011) evaluation of an optional professional development program in global citizenship education for teacher candidates in Canada.…”

Section: The Literaturementioning

confidence: 99%

Preparing Globally Minded Teachers through the Incorporation of the International Baccalaureate

Ryan

Heineke

Steindam

2014

Journal of Education

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In this article, we describe the initiative of one university's teacher education program to incorporate the International Baccalaureate Teacher Certificate. Responding to the growing number of public and private International Baccalaureate World Schools in urban and suburban settings in our region, the program aims to prepare teachers to meet the needs of diverse learners within a rigorous and global approach to curriculum and instruction. Writing for teacher educators considering the integration of this internationally minded teaching and learning framework, we explain the redesign of our teacher preparation program that was intended to target and integrate the principles and practices of the International Baccalaureate.

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Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

Cited by 17 publications

References 27 publications

Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa, New Zealand

Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa, New Zealand

Global Citizenship Education from Across the Pacific: A Narrative Inquiry of Transcultural Teacher Education in Japan

Preparing Globally Minded Teachers through the Incorporation of the International Baccalaureate

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