Teacher Professional Standards: Controlling or developing teaching?

Sachs, Judyth

doi:10.1080/13540600309373

Cited by 136 publications

(106 citation statements)

References 6 publications

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“…Others see teachers as executive technicians, whose work can be and is controlled by prescribed protocols that derive from theoretical knowledge (Winch, Oancea and Orchard, 2015 [34] ; Kuhlee and Winch, 2017 [21] ). These views strongly influence the content of teacher education, but also raise questions about what educational research should involve (Révai and Guerriero, 2017 [35] ).…”

Section: What Is At Stake?mentioning

confidence: 99%

“…practitioner enquiry, action research), strong accreditation/accountability processes might result in a change of the kind of knowledge that is produced at universities. Public funding schemes also often play a key role in knowledge production (Révai and Guerriero, 2017 [35] ).…”

Section: Constructing Teachers' Knowledge Basementioning

confidence: 99%

“…While there is an agreement that a profession needs an integrated knowledge base, there is still concern about what such a knowledge base involves for teaching (Révai and Guerriero, 2017 [35] ; Dumont, Istance and Benavides, 2010 [54] ; Goldacre, 2013 [20] ; Hargreaves, 1996 [17] ). Strengthening the link between research and practice is a generally perceived need in education.…”

Section: Constructing Teachers' Knowledge Basementioning

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: What Is At Stake?mentioning

confidence: 99%

Section: Constructing Teachers' Knowledge Basementioning

confidence: 99%

Section: Constructing Teachers' Knowledge Basementioning

confidence: 99%

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What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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“…When emphasis is placed on the technical effectiveness of knowledge, the end result is the reduction of 'moral, aesthetic, educational and political issues to technical problems: why and what are reduced to how' (Bullough & Goldstein, 1984, p. 144 Mahony and Hextall (2000) ask key questions regarding standards such as, "how these terms are defined, second, by whom, and third, on how improvement of effectiveness is to be achieved" (p. 8). These questions center on important issues such as "whose interests are served by standards and the effects of the implementation of these standards on teachers" (Sachs, 2003). Standards are capable of changing the classroom, teaching and more important teachers.…”

Section: International Journal Of Research Studies In Education 99mentioning

confidence: 99%

“…Certainly the stakeholders of educational reform want to provide high quality learning experiences and to ensure that teachers strive for excellent outcomes. However, Sachs (2003) suggests, the "purpose of a commonsense view of teacher professional standards is to present an uncritical view of professional standards … that it makes sense to put in place a regulatory framework that provides for quality, whatever that might mean" (p.177).…”

Section: Introductionmentioning

confidence: 99%

The impact of Qatar national professional standards: Teachers’ perspectives

Romanowski¹,

Amatullah²

2014

IJRSE

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Over the past twenty years, countries have embraced educational reforms that are driven by standards-based education that include professional standards for teachers. This is the case in Qatar where professional standards for teachers where imported to improve teaching in the midst of a major educational reform. This study presents findings from 333 teachers who completed an open-ended questionnaire designed to gain teachers' perceptions and experiences with professional standards. Findings describe teachers' responses regarding professional standards as an effective framework to improve the quality of teaching and learning, the influence on instruction, the positives and negatives of professional standards and the use of standards as a tool for obtaining licensure. Discussion provides additional insight into the issues and challenges of the use of professional standards to improve the quality of instruction.

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Student teachers’ positionalities as knowers in school subject departments

Puttick

2017

British Educational Res J

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Student teachers in England, mainly on one-year courses, spend the majority of their time in schools. Secondary schools are primarily organised around subject departments, and these subgroups within schools have been shown to be significant for student outcomes and teachers' experiences. However, research on school subject departments themselves is relatively limited, and developing better understandings of school subject departments is important for Initial Teacher Education and educational research more broadly. This paper draws on an ethnographic study of three secondary school geography departments to analyse student teachers' positionalities as knowers within departments. Opportunities for professional discussions within departments are limited, and are often dominated by immediate practical concerns. A social realist concept of knower-knowledge structures is used to explore the kinds of knowers accepted as legitimate in these departments. A dichotomous view of teachers as knowers was found, being positioned as knowing or notknowing particular areas of subject knowledge. This binary view is argued to be related to the language of the Teachers' Standards in England. Suggestions are made for improving student teachers' positions as knowers within departments by planning opportunities to contribute their expertise, and for developing more expansive discourses around subject knowledge to enable all to maximise opportunities to learn from the rich mines of expertise held across ITE partnerships.

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Teacher Professional Standards: Controlling or developing teaching?

Cited by 136 publications

References 6 publications

What difference do standards make to educating teachers?

What difference do standards make to educating teachers?

The impact of Qatar national professional standards: Teachers’ perspectives

Student teachers’ positionalities as knowers in school subject departments

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