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.
Author(s): Denise Mifsud, Stephen P. Day
Series: Teacher Education, Learning Innovation and Accountability
Publisher: Springer
Year: 2023
Language: English
Pages: 227
City: Cham
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
References
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
References
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
References
5 Mind the Gap: Teacher Induction in Scotland
5.1 Introduction
5.2 Policy background
5.3 Teacher Induction in the Scottish Context
5.3.1 Structure of the Teacher Induction Scheme
5.3.2 The Flexible Route to Registration
5.3.3 Policy Post-McCrone
5.4 Exploring Beginning Teachers’ Experiences of Induction
5.4.1 What Do Beginning Teachers Say About Their Induction Experience?
5.4.2 Post induction Issues
5.5 Critical Reflections on the Induction Pathways in Scotland
5.5.1 Integration into the School Community
5.5.2 The School-Based Mentoring Experience
5.5.3 Mixed Reviews of the Local Authority Professional Development
5.5.4 The GTCS Profile
5.5.5 Post-induction Year Issues
5.6 Conclusion
5.7 Recommendations
Appendix
References
6 Exploring Teacher Professional Identity and Agency in Local, National and Global Policy Contexts
6.1 Introduction
6.1.1 Critical Realism as a Framework
6.1.2 Archer’s Notions of Identity and a Sense of Self
6.2 Methods
6.3 Jill’s Portrait and Its Analysis
6.3.1 Factors That Impact on Jill
6.3.2 Moving on from St. Gervase’s
6.3.3 Life Projects
6.3.4 Intersectionality
6.3.5 Contextual Continuity
6.3.6 Personal and Professional Projects
6.3.7 Types of Dialogic Relationships and Dialogic Partners
6.4 Conclusions and Implications
References
7 Reading Towards a School for All? Comparing Course Literature Lists in Academic Swedish Special Education Teacher Training Between the 1980s and 2010s
7.1 Introduction
7.2 Context
7.3 Theoretical Framework
7.4 Method
7.5 Results
7.6 Discussion
7.7 Conclusion
References
8 Leadership Preparation and Development Policies in England, Sweden and Russia: Exploring Policy and Practice
8.1 Introduction
8.2 England
8.2.1 System Leadership
8.2.2 The Changing Nature of the Middle Tier
8.2.3 National Professional Qualifications (NPQs) Inside This Dual System
8.3 Sweden
8.3.1 Leadership Preparation Programmes in Sweden for Aspiring Principals and Principals
8.3.2 Concluding Remarks
8.4 Russia
8.4.1 2011 Onwards
8.4.2 Personnel Reserve
8.5 Conclusions
8.6 Recommendations
8.6.1 England
8.6.2 Sweden
8.6.3 Russia
References
9 The Changing Role of the Headteacher in Scottish Education: Implications for Career-Long Teacher Education
9.1 Introduction
9.2 Analysis of the International Policy Problem: Neoliberalism and Policy Borrowing
9.2.1 Neoliberalism
9.2.2 The Effects of Policy Borrowing
9.3 Policy Expectations of the Headteacher’s Role: Analysis of Key Policy Texts
9.3.1 Thematic Analysis of the Role of the Headteacher in Scotland
9.3.2 The Revised Professional Standards
9.3.3 An ‘Empowered System’
9.3.4 The Headteacher Charter
9.4 Themes Arising from Analysis of Key Policy Documents
9.5 Tensions and Opportunities in the Enactment of Policy Expectations: Analysis of Empirical Data
9.5.1 The Complexity of Middle Leadership and the Changing Role of Headteachers
9.5.2 Middle Leadership: A Complex Role
9.5.3 The Role of the Headteacher: Perspectives of Middle Leaders
9.6 Career-Long Teacher Education: Implications for the Role of the Headteacher
9.6.1 Professional Learning: For What Purpose?
9.6.2 Professional Learning: What Is Valued?
9.6.3 Professional Learning: Collaboration
9.7 Conclusion
References
10 Teacher Education as a Complex Professional Practice: Reflecting on the Contributions and the Way Forward…
10.1 Introduction
10.2 Teacher Education as a Learning Journey and Trajectory
10.2.1 Teachers’ Professional Identity
10.2.2 Teacher Agency
10.3 Initial Teacher Education
10.3.1 Teacher Induction
10.4 The Role of Continuing Professional Development (CPD) Within Education
10.5 Concluding Remarks
References
Index
