Teacher Development in the Postmodern Age: dead certainties, safe simulation and the boundless self

Évaluation, développement professionnel et organisation scolaire

“…Ils ne se limitent vaient pas à améliorer leur performance (Hursh, 2008). Les cadres et les responsables de l'éducation exerçaient une telle pression sur les indicateurs de performance que les objectifs en étaient détournés par des pratiques de tricherie, d'estimation tronquée de certains résultats, de fixation maniaque sur certaines cibles au détriment d'objectifs plus globaux (Nichols & Berliner, 2007 ;Stobart, 2008 (Hargreaves, 1993(Hargreaves, , 2003. Alors qu'ils étaient contraints dans le choix de leur progression pédagogique, qu'ils devaient se conformer à des standards, les responsables de l'éducation attendaient qu'ils améliorent les résultats des élèves, travaillent davantage avec leurs collègues et l'équipe de direction, développent le projet d'établissement par des actions transversales et des innovations (Mahony & Hextall, 2000).…”

One‐Way Ticket: A Story of an Innovative Teacher in Mainland China

“…The situation has been increasingly attributed to the global symbolic domination of the English language, whereby TESOL has been exploited as a tool of colonization by the West in less developed areas such as China (Pennycook 1994(Pennycook ,1998. What has been critically questioned is not only the ideology that assumes that CLT and the curricular reforms after Western models are advanced, progressive, and beneficial to all but also the more subtle danger that seemingly progressive or liberating programs and teacher educators may become another form of oppression and control (Hargreaves 1993). Nevertheless, as Walsh maintains, "although radically changing educational institutions is the focus of much of the critical pedagogy literature, there are few texts that afford concrete examples of how or document actual efforts of the change process" (1996:xiv).…”

Preservice teacher perceptions of intensive field experiences and classroom teacher mentoring: a case study

“…programs and require quality mentoring experiences provided by K-12 classroom teachers (Dexter & Riedel, 2003;Whitfield, 1995;. The interpretation and subsequent articulation to achieve a quality program that includes a balance of field experiences has left some institutions of higher education in need of strengthening their teacher preparation programs-experiencing redesigning (Broad, 2000) or reconceptualizing their teaching pedagogy that represents teaching in today's schools (Gallagher, Malone, Cleghome, & Helms, 1997;Hargreaves, 1993). Most teacher education programs continue to struggle with locating K-12 schools that closely align with their programs' classroom experiences and needs.…”