Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection

Allas, Raili; Leijen, Äli; Toom, Auli

doi:10.1080/00313831.2016.1172504

Cited by 37 publications

(34 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The main documents related to these reform initiatives on which this case study builds are summarised in The Australian Professional Standards for Teachers were developed collaboratively led by AITSL, involving state governments, professional organisations and teacher unions, thus involving a close consultation with the teaching profession, employers and teacher educators (NCEE, 2016 [85] ; OECD, 2013 [2] ). The process started in 2009 under the auspices of a Ministerial Council, and AITSL took over leadership in 2010 (AITSL, 2011 [87] ). The final standards were published in 2011 and a national-level implementation started in 2013.…”

Section: Processes and Functionsmentioning

confidence: 99%

“…Source: Examples extracted from AITSL (2011 [87] ), Australian Professional Standards for Teachers, https://www.aitsl.edu.au/teach/standards (accessed on 30 December 2017).…”

Section: Knowledge Of Assessment Procedures and Data Usementioning

confidence: 99%

“… contribute to the professionalisation of teaching and raise the status of the profession  provide a common understanding and language for discourse between teachers, teacher educators, teacher organisations, professional associations and the public  provide a framework that can inform the development of professional learning goals, and assist self-reflection and self-assessment  guide the preparation, support and development of teachers through the different career stages  underpin the accreditation of initial teacher education programmes: graduates from accredited programmes qualify for registration in each state and territory  underpin processes for full registration as a teacher and support the requirements of nationally consistent teacher registration  inform voluntary certification at the career stages of highly accomplished and lead teacher (AITSL, 2011 [87] ).…”

Section: Processes and Functionsmentioning

confidence: 99%

“…The standards describe what teachers are expected to know and be able to do at four career stages: graduate, proficient, highly accomplished and lead (AITSL, 2011 [87] ). They were developed through synthesising the descriptions of teachers' knowledge, practice and professional engagement used by teacher accreditation and registration authorities, employers and professional associations (AITSL, 2011 [87] ).…”

Section: Processes and Functionsmentioning

confidence: 99%

“…They were developed through synthesising the descriptions of teachers' knowledge, practice and professional engagement used by teacher accreditation and registration authorities, employers and professional associations (AITSL, 2011 [87] ). The validation process of the descriptors involved almost 6,000 teachers (ibid.…”

Section: Processes and Functionsmentioning

confidence: 99%

See 4 more Smart Citations

What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

View full text Add to dashboard Cite

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...

show abstract

Section: Processes and Functionsmentioning

confidence: 99%

“…Source: Examples extracted from AITSL (2011 [87] ), Australian Professional Standards for Teachers, https://www.aitsl.edu.au/teach/standards (accessed on 30 December 2017).…”

Section: Knowledge Of Assessment Procedures and Data Usementioning

confidence: 99%

Section: Processes and Functionsmentioning

confidence: 99%

Section: Processes and Functionsmentioning

confidence: 99%

Section: Processes and Functionsmentioning

confidence: 99%

See 3 more Smart Citations