Teacher education as an ongoing professional trajectory : implications for policy and practice / Denise Mifsud, Stephen P. Day, editors.

Format:

Book

Contributor:

Mifsud, Denise.

Day, Stephen P.

Series:

Teacher education, learning innovation and accountability.

Teacher education, learning innovation and accountability

Language:

English

Subjects (All):

Teachers--Training of.

Teachers.

Genre:

Electronic books.

Physical Description:

1 online resource

Place of Publication:

Cham, Switzerland : Springer, 2023.

Summary:

This edited book provides a critical re-reading of the concept of teacher education, in addition to a re-thinking of the sole focus on Initial Teacher Education (ITE), with implications for education policy, theory, and practice. This book presents new investigations that explore the concept of teacher education from ITE to retirement and how this is being enacted within the various distinct European and international education contexts. It demonstrates teaching and teacher education as a deeply contested field within European education and within the different national contexts of Europe. Contributions in this book expose teacher education as a continuum of teacher learning that is set off from the beginning of the teachers own schooling and continues throughout their entire teaching career. The chapters deal with various issues, namely teacher induction and mentoring; teacher agency; teachers as researchers; the role of the head teacher; schools as learning communities; and distinct ITE practices. It is intended for postgraduate students and researchers with an interest in teaching and teacher education, educational policies and politics, and educational philosophy, as well as practitioners.

Contents:

Intro

Contents

Editors and Contributors

1 Rethinking the Concept of Teacher Education: A Problematization and Critique of Current Policies and Practices

1.1 The Concept of Teacher Education

1.1.1 Introduction

1.1.2 The Teacher Education Policyscape and Reform Movements

1.1.3 Themes in Teacher Education and Challenges for the Teaching Profession

1.2 Policy Drivers in Teacher Education: Whereby the Governance of Discourses?

1.2.1 OECD and Its Influence on European and Global Education Policy

1.2.2 The European Commission's Policy Drive

1.3 Professional Standards for Professional Teachers?

1.3.1 Teachers as Active Agents and Professional Standards

1.4 Developing Teachers as 'Professionals': Reconfiguring Teacher Education as a Continuum?

1.5 Concluding Remarks: The 'Messy' Field of Teacher Education Research

1.5.1 Overview of the Book

References

2 Policy Turns in Teacher Education: The Case of Ontario, Canada, During the Twenty-First Century

2.1 Introduction: Teacher and Teaching Quality, and Teacher Education

2.2 Initial Teacher Education and Continuing Professional Development in Ontario, Canada

2.2.1 Initial Teacher Education

2.2.2 Continuing Professional Development

2.3 Conclusions

3 Teacher Education in a Postcolonial Hong Kong: Forms, Drivers, Influences, and Agency

3.1 Introduction

3.2 Teacher Education in Hong Kong

3.3 Teacher Education as an Ongoing Professional Trajectory

3.3.1 The Postcolonial Context

3.3.2 Teacher Education and Policy Responses

3.4 Teacher Agency and Professional Trajectories

3.4.1 Understanding Teacher Agency

3.4.2 Teacher Agency in Uncertain Times

3.4.3 Imagining Professional Trajectories

3.4.4 Conceptualising Agentic Career-Long Teacher Education

3.5 Implications for Teacher Education, Policy, and Practice

3.5.1 Teacher Education

3.5.2 Policy

3.5.3 Practice

3.6 Concluding Remarks

4 Pre-service Teachers' Self-efficacy Beliefs on Their Role as Teachers During the Practicum

4.1 Introduction

4.2 Theoretical Framework

4.2.1 Self-efficacy Beliefs as a Way to Forge Teachers' Professional Identity

4.2.2 The Practicum as Meaningful Learning Experience Impacting Student Teachers' Beliefs

4.3 Methodology

4.3.1 Context of the Study

4.3.2 Instrumentation

4.3.3 Participants

4.3.4 Data Collection and Analysis

4.3.5 Validation

4.4 Results

4.4.1 School Teaching Grade in the Practicum Versus Preferred Teaching Grade

4.4.2 Most Challenging Subjects in the Degree Where They Do the Practicum

4.4.3 Prior Practicum Experience

4.4.4 Elementary School Education Program and Early Childhood Education Program Self-efficacy Perceptions

4.4.5 Student Teachers' Determination

4.5 Discussion and Conclusions

4.6 Implications

Appendix: Questionnaire About Teaching Experiences During the School Teaching Practice

Notes:

Print version record.

References

ISBN:

9783031286209

3031286200

OCLC:

1378008585

Access Restriction:

Restricted for use by site license.