Teacher educator changing perceptions of theory

Smith, Kim; Hodson, Elaine; Brown, Tony

doi:10.1080/09650792.2013.789723

Cited by 11 publications

(6 citation statements)

References 21 publications

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“…Its original purpose was to better understand the implications of School Direct (SD) for university teacher education, towards rethinking the distinctive role of universities in teacher education. The work builds on earlier practitioner research studies by the authors, carried out over four years, which were concerned with how conceptions of theory had changed for teacher educator and trainees as a result of participation in an earlier school‐based model (Smith & Hodson, ; Hodson et al ., ; Smith et al ., ). The failure of particular states of knowing to meet the needs of new situations provoked a break with earlier guiding principles towards creating something new through constantly revising the narratives that guided subjective connections to the world.…”

Section: Methodsmentioning

confidence: 97%

Sliding subject positions: knowledge and teacher educators

Brown

Rowley

Smith

2015

British Educational Res J

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In England, adjustments to policy in teacher education have had implications for how subject knowledge is understood and for how job descriptions are defined. That is, the interface between teacher educator and subject knowledge representation has been changing. This paper reports on a wider study that considers the experience of university teacher educators adjusting to new academic and operational conditions. On the one hand, the teacher educators are confronted with their subject specialism being set according to new learning objectives and to new time and curriculum constraints. On the other hand, their professional identity is reshaped in response to structural changes to teacher education where earlier job definitions had been reconfigured or removed. The paper analyses resultant conceptions of subject knowledge and of teacher education emerging through this changing interface and how these conceptions are variously located across staffing arrangements. A Lacanian model of subjectivity provides a theoretical approach to depicting teacher educator and pre-service teacher identification with subject knowledge. The paper provides a theoretical account of how the teacher educator/trainee interface has been reshaped in line with the market-led terminology that governs current practices. Specifically, the analytical tools enable us to dismantle and restructure the prevalent symbolic order guiding current teacher practice and understanding, particularly our entrapment within specific discourses and identity constructs that shape our interactions with subject knowledge.

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Section: Methodsmentioning

confidence: 97%

Sliding subject positions: knowledge and teacher educators

Brown

Rowley

Smith

2015

British Educational Res J

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“…Pengembangan pribadi anak berkaitan dengan karakter, kemampuan fisik, kognitif, bahasa, seni, sosial emosional, spiritual, disiplin diri, konsep diri, maupun kemandirian menjadi dasar dalam PAUD (Mulyasa, 2012, p. 43); (Anwar & Zaenullah, 2020). Aktor utama pada lembaga PAUD adalah pendidik (Smith, Hodson, & Brown, 2013). Pendidik merupakan salah satu faktor yang mempengaruhi mutu dan keberhasilan pada lembaga pendidikan (Qomar, 2007, p. 23).…”

Section: Pendahuluanunclassified

Kepemimpinan Transformasional Kepala PAUD untuk Meningkatkan Mutu Pendidik

Anwar

Mulyadi

Soleh

2022

J. Obs. J. Pendidik. Anak Usia Dini

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Kepemimpinan transformasional merupakan gaya kepemimpinan melakukan perubahan untuk mencapai performa lebih baik. Tujuan penelitian ini untuk mengetahui bagaimana kepemimpinan transformasional kepala PAUD meningkatkan mutu pendidik. Metode penelitian menggunakan pendekatan kualitiatif dengan jenis studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data yakni pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional kepala PAUD untuk meningkatkan mutu pendidik melalui empat aspek yakni: Idealized influence yang ditunjukkan melalui keteladanan, kewibawaan, menjunjung nilai-nilai kemanusiaan, semangat tinggi dan keteguhan dalam menjalankan komitmen, etos kerja serta sikap religius. Inspirational motivation melalui perilaku yang memotivasi pendidik untuk terus berupaya meningkatkan kinerja dengan standar yang menjadi tugas pokok pendidik. Intellectual stimulation dengan kegiatan pengembangan wawasan pendidik seperti pelatihan dan pendidik, seminar, worksop. Individualized consideration melalui pemberian perhatian secara personal kepada pendidik dengan cara perenungan, pertimbangan dengan proses berfikir serta indentifikasi kebutuhan para pendidik.

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“…This arrangement is thought to provide immediate opportunity for student teachers to develop classroom skills (DfE, 2010). The student teachers spend much less time at university with tutors, where they have some limited scope to reflect on their practice and to consider educational theory (Smith, Hodson and Brown 2013a). Something of the order of thirty days are spent at a university during a one-year postgraduate "training" course, where the chief university responsibility is oversight and accreditation for a process primarily administered by schools.…”

Section: School Based Teacher Educationmentioning

confidence: 99%

The Political Shaping of Teacher Education in the STEM Areas

Brown¹

2017

The SAGE Handbook of Research on Teacher Education

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league tables, which are supposedly indicative of wider economic competitiveness. They have been seduced by the appeal of raising standards in a statistically defined world. What had been introduced to measure school performance, however, now defines what it is and polices its boundaries. That is, such comparisons have transformed the content of what they compare and the demands on the teachers preparing to meet these newly defined challenges. A possible consequence of this has been an overly restrictive understanding of mathematics and science through being referenced to their socioeconomic potential. But whilst these subjects have become a priority across nations through research funding and the like, growth in these subjects is hampered by a shortage of people qualifying either because of perceived or actual difficulty, or because of their lack of popularity for other reasons. Yet policy responses to these economic priorities and actual teacher supply have been conceptualised in diverse ways across different countries. This chapter examines some examples of policy initiatives consequential to this recasting of mathematics and science. It firstly explores the impact on teacher education in these areas with reference to two very different state-led responses to changing teacher preparation. In some countries teacher education increasingly comprises a vocational employment-based model of training located primarily in schools. England is a prominent example, with similar models being introduced in New Zealand and the United States. This approach is in sharp contrast to models followed in continental Europe subject to the Bologna Process, where student teachers spend much more time in university (e.g. five years in Finland where a masters' degree is required). These two approaches reveal radically different conceptions of how teacher quality might be improved in the name of international competitiveness. In the first, teacher education has been wrested from its traditional home within the academy where universities play a support role to what has become "school-led" training where government funds for teacher education have been diverted to schools. Teacher professional identity has been referenced to skill development within this frame and the wider assessment culture. The second model, meanwhile, is similarly concerned

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Teacher educator changing perceptions of theory

Cited by 11 publications

References 21 publications

Sliding subject positions: knowledge and teacher educators

Sliding subject positions: knowledge and teacher educators

Kepemimpinan Transformasional Kepala PAUD untuk Meningkatkan Mutu Pendidik

The Political Shaping of Teacher Education in the STEM Areas

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