The Experts below are selected from a list of 63 Experts worldwide ranked by ideXlab platform
Pat Thomson - One of the best experts on this subject based on the ideXlab platform.
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The Sorcery of Apprenticeships and New/Old Brooms: Thinking about theory, practice, the practicum and change
Teaching Education, 2000Co-Authors: Pat ThomsonAbstract:Attempts to reform Teacher Education, and in particular the practicum, often fail to produce the desired results. I apply Bourdieu's notion of field to Teacher Education, to show how a theory/practice binary maps onto the hierarchically ordered cultural and symbolic capitals of university-school relationships. Reform of Teacher Education cannot be achieved simply by adding more practice to university courses, nor by inverting the dyad to produce theory-less school-based teaching apprenticeships. Following Bourdieu, I suggest that those arguing for change-in Teacher Education, Schools and leadership-must look at their own investments in the game, as well as working with/against it, in order to produce new forms of partnerships and a new approach to the practicum.
Michael Waring - One of the best experts on this subject based on the ideXlab platform.
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An investigation of pre-service Teachers’ learning in physical Education Teacher Education: Schools and university in partnership
Sport Education and Society, 2016Co-Authors: Frank Herold, Michael WaringAbstract:This study explores the role of school and university partnership teams in the professional development of physical Education (PE) pre-service Teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical Education Teacher Education (PETE) is socially constructed and complex. Much of the PSTs’ development was influenced by various communities of practice, particularly their school placements’ PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs’ development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in Schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed.
Richard Neumann - One of the best experts on this subject based on the ideXlab platform.
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Highly Qualified Teachers and the Social Foundations of Education: Courses in the Social Foundations of Education Are under Attack. but If We Want to Prepare Truly Professional, High-Quality Teachers, Those Courses Are Essential
Phi Delta Kappan, 2009Co-Authors: Richard NeumannAbstract:While everyone agrees that students need highly qualified Teachers, the debate over what these Teachers should know and how they should be prepared continues. However, one area of traditional, university-based Teacher preparation has been marginalized in that debate. That area is the social foundations of Education. The social foundations of Education commonly are divided into two areas: courses that focus on philosophy, history of Education, and sociopolitical aspects of schooling and courses concerned with multiculturalism. Courses in the first group are intended to strengthen prospective Teachers' ability to understand why U.S. public Schools operate as they do. Among other things, this ability requires knowledge of the social, political, and economic forces that influenced the historical construction of public Education generally, as well as particular regional, state, and local conditions of schooling. These courses also encourage Teachers to contemplate competing purposes of public Education, their first and primary obligation as educators, and a guiding vision for their work. Courses in multiculturalism are intended to provide knowledge about the histories and cultures of different groups and knowledge about how stereotypes are formed and perpetuated. They also attempt to engender in Teachers a commitment to equal Educational opportunity for all students. The leading advocate for including the social foundations of Education in Teacher preparation programs is the Council of Social Foundations in Education (CSFE), formerly known as the Council for Learned Societies in Education (CLSE). The CSFE promotes standards prepared by the CLSE for academic and professional instruction in foundations of Education, which the National Council for Accreditation of Teacher Education (NCATE 2007) includes as a requirement for its accreditation of Teacher Education programs. According to the CLSE, "the purpose of foundations study is to bring these disciplinary resources to bear in developing interpretive, normative, and critical perspectives on Education, both inside and outside of Schools" (CLSE 2004). The standards not only recommend that educators and prospective Teachers understand existing conditions of Education and their consequences, they encourage contemplation of goals, alternative conceptions of schooling, and possibilities of Education: What should Schools be doing? What structures and processes of schooling best facilitate achieving those goals? Distinguished Education theorists--such as John Dewey, Paulo Freire, Maxine Greene, Michael Apple, and Henry A. Giroux--have argued that public Education has an obligation to prepare young people for democratic citizenship and to advance social justice. Social foundations courses often provide prospective Teachers with their first exposure to these ideas of social justice and preparing citizens for a democracy. The CLSE standards do not explicitly identify advancing social justice as the purpose for studying the social foundations of Education. But it's implicit in the practical performance measures provided for evaluating professional development and preparation programs in the field: "The educator can assist the examination and development of democratic values that are based on critical study and reflection" (CLSE 2004). THE CRITICS OF SOCIAL FOUNDATIONS COURSES Teacher Education has been under siege for decades from both within and outside the university (Labaree 2004). A recent major offensive began with George W. Bush's appointment of Rodney Paige as Secretary of Education. In his first annual report to Congress on Teacher quality, Paige broad-sided Schools of Teacher Education: Schools of Education and formal Teacher training programs are failing to produce the types of highly qualified Teachers that the No Child Left Behind Act demands. ... There is little evidence that Education school coursework leads to improved student achievement. …
Zoran Momčilović - One of the best experts on this subject based on the ideXlab platform.
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Physical Education from Saint Andrew's praeparandus to faculties of Teacher Education
2016Co-Authors: Zoran MomčilovićAbstract:In this paper, the author gives a historical overview of establishing Serbian Teacher Education Schools in the former Habsburg monarchy. A lot of time had passed, along with a lot of effort invested by the prominent Serbs, from the first Teacher courses to the forming of the first Serbian Teacher Education school called Praeperandia. In this paper, the following methods have been used: historical method, content analysis, and a descriptive method. Through the analysis of a plan and programme of the curriculum of Praeparandia, we could not find any forms of physical Education. The first Teacher Education school, located in Kragujevac, was opened on January 27th 1871. In the curriculum of the three-year Teacher Education school, and in the second clause of article 11, it was written: ‘There is a place for gymnastics with special props, as well.’ In the further context of this paper, the author, having an insight into available literature and historical documents, gives an overview of physical Education, also in pedagogical academies and Teacher Education Schools afterwards. In accordance with the Bologna Declaration and actual reforms of the Educational system in Serbia, in the paper the current state of studies research of physical Education is presented and the guidelines for its better establishing are given.
Zhang Ji-hua - One of the best experts on this subject based on the ideXlab platform.
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About the Necessity of Teacher Education School in Normal University
Contemporary Teacher Education, 2013Co-Authors: Zhang Ji-huaAbstract:The popularization of university Education is the basic trend of the Teacher Education reform and a process of modern to train Teacher in accordance with professional Education.The result is that normal university has become more and more integrated.The original function of Teachers' training has been replaced by various other functions and the limited resources of Teacher Education have been encroached.To promote scientific development of Teacher Education,we should establish a professional institute responsible for Teacher Education.Traditional Educational Schools focus on disciplinary construction and Education and are not competent to undertake Teacher Education.Consequently,to construct professional Teacher Education Schools in normal universities is quite necessary.
