Teacher Education Policy and Research: Global Perspectives

Description

In this book, leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scotland, the USA and Wales examine teacher education policy and research in each of their contexts. The book highlights the connections and disconnections between teacher education policy and research. It examines contemporary challenges and issues in teacher education including how high-quality teacher education is framed, how teaching quality is framed, and the role of teacher education research. It also considers future policy and research possibilities and opportunities for teacher education research, equity and preparing teachers for work within contexts of super-diversity, and early career teaching. Contents Editor and Contributors 1 Teacher Education Policy and Research: An Introduction Introduction Teacher Education Policy Teacher Education Policy and Notions of Professionalism Teacher Education Research and Policy The Contribution of This Book References 2 Teacher Education/ors in Australia: Still Shaping the Profession Despite Policy Intervention Introduction Background Pathways into Initial Teacher Education Policies Influencing Initial Teacher Education in Australia (2008–2020) Preparing a Profession National Agenda Setting Promoting National Excellence in Initial Teacher Education Developing a National Vision Discussion Postscript References 3 A Critical Examination of the Conception of Teacher Professionalism Enacted in Current Teacher Education Policy in Flanders (Belgium) Introduction The Context of the Decree of 2018 A Sketch of Three Decades of Reform The Decree of 2018 The Discourse of Teacher Professionalism Enacted in Current Policy Legislation Premise 1: Professionalism is a Quality Acquired, Possessed and Performed by Individual Teachers Premise 2: Professionalism Is Knowing and Performing What ‘What Works’ Premise 3: Professionalism can be Mapped and Checked Discussion References 4 Teaching and Teacher Education for a Post-pandemic Canada: Context, Crisis, Critique and Complication Context Crisis Critique Global–Local: Scaling Back Democracy School–Society: Responsibilizing the Teacher Research–Practice: Patrolling Boundaries Margin–Centre: Settling Differences Complication References 5 The Complex Policy Landscape of Initial Teacher Education in England: What’s the Problem Represented to Be? Introduction The Context of Initial Education or Training In England Overview of Recent ITE Policy Development in England What’s the Problem (of ITE in England) Represented to Be? What Presuppositions or Assumptions Underpin This Representation of the ‘Problem’? How Has This Representation of the ‘Problem’ Come About? What Is Left Unproblematic in This Problem Representation? Can the ‘Problem’ Be Thought About Differently? What Effects Are Produced by This Representation of the ‘Problem’? How/Where Has This Representation of the ‘Problem’ Been Produced, Disseminated and Defended? Conclusions References 6 Analyzing Practice, Research, and Accountability Turns in Finnish Academic Teacher Education Introduction Finnish Teacher Education: Key Characteristics Turns in Teacher Education: Practice, Research, and Accountability The Practice Turn in Finnish Teacher Education The University/Research Turn in Finnish Teacher Education The Accountability Turn in Finnish Teacher Education Discussion References 7 Preparing High Quality Teacher Education Graduates in an Era of Unprecedented Uncertainties: The Case of Hong Kong Introduction Pathways to Becoming Kindergarten, Primary and Secondary School Teachers in Hong Kong Full-Time ITE Programmes Part-Time ITE Programmes Teacher Policy Context: T-Standard+ and Training Requirements for Newly-Joined Teachers Preparing High Quality ITE Graduates: The Case of an Undergraduate ITE Programme in the EdUHK Professional Excellence Ethical Responsibility Innovation An Era of Unprecedented Uncertainties The Outbreak of COVID-19 Major Socio-Political Issues in Hong Kong Professional Competence and Teacher Buoyancy in an Era of Unprecedented Uncertainties Demands on New Professional Knowledge Third Hybrid Spaces in ITE and Communicative Safe Spaces Teacher Buoyancy References 8 Quality Under Pressure in Dutch Teacher Education Introduction Context Teacher Education in the Netherlands Dutch Society Dutch Schools as a Work Environment The Position of Teacher Educators in the Netherlands Research on Teacher Education Current Policies Policy Measure: Attract second-Career Teachers Policy Measure: Develop Career Tracks in Teaching Policy Measure: “Stacking” of Teaching Qualifications Analysis Lessons to be Learned and Ways Forward References 9 Teacher Education Policy in Aotearoa New Zealand: Global Trends Meet Local Imperatives Quality Teaching in Aotearoa New Zealand New Policy in Initial Teacher Education Our Code, Our Standards (Teaching Council 2017). ITE Programme Approval, Monitoring and Review Requirements (Teaching Council 2019) Local and International Influences on ITE Policy Evidence of Contextual Influences on Aotearoa New Zealand ITE Policy Evidence of International Policy Influences on Aotearoa New Zealand ITE Policy Responding to the Policies: Research Into How Ite Programmes Respond to Te Tiriti O Waitangi and Racism Conclusions References 10 Teacher Education in Northern Ireland: Policy, Practice and Pragmatism Introduction Teacher Education Courses Reviews of Teacher Education Educational Research Teacher Education During the Pandemic—Pragmatics and Lasting Impacts? Conclusion References 11 Educating Teachers in the Post-Bologna Context in Portugal: Lessons Learned and Remaining Challenges Introduction A Snapshot of the Teaching Profession In Portugal: From a Teacher Surplus to the Urgency to Attract More Entrants to the Profession Teacher Education and the Policy Context: The Recognition of the Continuum? The Bologna Process and the Restructuring of Initial Teacher Education Programmes Lessons Learned and Remaining Challenges The Adoption of a Research Stance is Positive But Also Controversial An Inquiry-Based Approach to Teacher Education Entails More Expansive and Sophisticated Roles for Supervisors and Mentors The Collaborative Dimension of Professional Learning Needs to Be Enhanced Engaging in Joint Work to Develop a Scholarship of Teacher Education Is Both Rewarding and Challenging The Ethical, Social and Cultural Dimension of Teaching Needs Further Attention Explicit Pedagogies for Identity Development in ITE Are Crucial in the Process of Learning to Teach Conclusions References 12 Measuring Quality in Initial Teacher Education in Scotland: A Context-Specific Endeavour Introduction The MQuITE Project ITE in Scotland: A Brief History Conceptualising ‘Measuring Quality’ in ITE The MQuITE Framework Some ‘Scotified’ Measures of Quality in ITE Foreign Language Preparedness Career Intention No ‘Final’ Report: The ongoing impact of MQuITE References 13 Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research Background Policy Initiatives and Their Impact on U.S. Teacher Education National Board for Professional Teaching Standards Common Core State Standards The No Child Left Behind Act The Elementary and Secondary Education Act An Attempt at Federal Regulation of Teacher Education Providers The Teacher Education Report Card: Title II of the Higher Education Act The System of Teacher Education in the U.S. Higher Education Based Teacher Preparation Alternative Routes Other Pathways Teacher Professional and Career Development Current Issues in Teacher Education in the U.S. Accountability Professional Fragmentation of The Field Recruitment and Retention Disjointed Nature of Teacher Preparation, Induction and Development Production of Knowledge in, for, and About the Profession References 14 A Research Informed Approach to Initial Teacher Education in Wales: Intentions, Examples and Reflections Introduction. Research Informed Practice Policy Context Research Informed Teacher Education in Wales Coda References 15 Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching Introduction Teacher Education Policy Across the 13 Nations Teacher Education is in the Spotlight Constructing the Teaching Professional Constructing Teacher Education Professionalism Future Possibilities and Opportunities for Teacher Education Research; Equity and Preparing Teachers for Work Within Contexts of Super-Diversity; and Early Career Teaching Teacher Education Research Equity and Preparing Teachers for Work Within Contexts of Super-Diversity Early Career Teaching Classroom Readiness is Not the Destination Early Career Attrition and ‘Preparedness’ Conclusion References