Knowledge dynamics in the teaching profession

Révai, Nóra; Guerriero, Sonia

doi:10.1787/9789264270695-4-en

Cited by 4 publications

(6 citation statements)

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“…Some teacher education programmes, for example the one at the University of Tartu, also organise pedagogical practice in university settings (simulated practice) as an introductory experience. Schools-based practicum is carried out through partnerships with schools (Pedaste et al, 2014 [78] ; ET2020 Working Group on Schools Policy, 2015 [79] ; Leijen and Pedaste, in press, 2018 [80] ). Teacher candidates are supported by a university-based supervisor who oversees their field experience and supports them in reflecting on their teaching practice, and a school-based mentor teacher who guides school practice.…”

Section: Teacher Educationmentioning

confidence: 99%

“…This process was carried out in parallel with the development of the new professional standards (Pedaste et al, 2014 [78] ), and also built on a number of initiatives and projects run by the university (Leijen and Pedaste, in press, 2018 [80] ). The institution co-ordinated the design process of its programme in a collaborative way involving a number of different faculties including the Faculty of Social Sciences and Education (in particular, its Institute of Education), faculties responsible for teaching subject didactics, and colleagues participating in the organisation of teaching practicum.…”

Section: Processesmentioning

confidence: 99%

“…These latter are divided into subject didactics and didactics of subject areas that integrate traditional school subjects in larger domains (e.g. natural sciences or social sciences) in this curriculum (Pedaste et al, 2014 [78] ). In the standards on the other hand, 7 The programme of Teachers of Estonian Language and Literature was used for the analysis specifically, however the core modules are the same for all candidates.…”

Section: Content Analysismentioning

confidence: 99%

“…In sum, the Estonian case suggests that even when the revision of teacher education curriculum is so intimately linked to professional standards, as was the case at the University of Tartu (Pedaste et al, 2014 [78] ), important differences in terms of structure, language and conceptualisations remain.…”

Section: Content Analysismentioning

confidence: 99%

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What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

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Section: Teacher Educationmentioning

confidence: 99%

Section: Processesmentioning

confidence: 99%

Section: Content Analysismentioning

confidence: 99%

Section: Content Analysismentioning

confidence: 99%

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What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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“…The questions are explored through a review of literature, building on earlier work on teachers' knowledge dynamics (Révai and Guerriero, 2017[15]; Révai, 2017 [16]; Révai, 2018[17]). It is neither comprehensive nor systematic, but nevertheless it covers the most salient sources in several domains.…”

Section: Introductionmentioning

confidence: 99%

What difference do networks make to teachers’ knowledge?

Révai

2020

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.  EDU/WKP(2020)3 Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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