Journal Of Education For Teaching Research Articles

Fifty years of initial teacher education in Portugal: looking back, looking forward

ABSTRACT This paper looks at Initial Teacher Education (ITE) over the last 50 years in Portugal (1974–2024). This is especially significant as 2024 marks the 50th anniversary of democracy in the country happily coinciding with the Golden Jubilee of the Journal of Education for Teaching. ITE policy development over the last five decades has generally been positive, particularly regarding the professionalisation of teachers through the recognition of ITE at higher education level, the accreditation of ITE programmes, the adoption of a master’s degree as the required level of professional qualification for all sectors of education (from pre-school to secondary school), and the role of higher education institutions in the education of teachers. However,a number of drawbacks can also been identified including the fragmentation of ITE curriculum components as a result of the Bologna process and the adoption of a sequential model, as well as, more recently, a reduction in foundational courses and the introduction of more ‘flexible’ ways to enter teaching within the context of a teacher shortage. The threats and opportunities in such a scenario are explored and implications for policy and practice are discussed.

The role of schools within initial teacher education in England: an exploration of the shifting policy focus over the past 50 years

ABSTRACT Looking back at the very first issue of the Journal of Education for Teaching, it is clear that initial teacher education (ITE) was, at the time, undergoing significant change and has, in fact, been subject to political scrutiny in each of the intervening decades. Our paper traces key policy moments over the past 50 years in England, examining specifically those policies that have had implications for the role of schools and school-based teacher educators within ITE programmes. Our interest is in the broader context that has informed ITE policy-making, the content of those policies, and the implications for the role of schools. We go on to discuss how the concept of ITE partnership working has evolved over this period and then consider the pedagogic role that schools can play in the education of teachers, including the role of school-based mentors. Finally, we consider the potential impact on the practice of the most recent set of ITE reforms in England.

Building a Value-Based Workforce Through Islamic Work Value-Based Recruitment: A Conceptual Review

The increasing ethical infringements, moral violations, and disciplinary problems among employees point to the deteriorations in employee values. Hiring employees merely on common competency-based recruitment (CBR) versus value-based recruitment (VBR) ignores the critical role of values in guiding employee behaviours, thus contributing further to the problems. This study involves a qualitative approach using NVivo text analysis tool to analyse texts and word frequency from 44 references, including 35 journal articles, six policy papers, two books or book chapters and one conference proceedings. The results show that Public Sector ICT Management Review was the top journal with the highest coverage of the study’s main themes, followed by the Journal of Education for Teaching, the Human Resource Management Review, and the Advances in Health Science Education indicating the importance of the value-based workforce in these four areas of employment (i.e., public sector, education, human resource, and health). The word frequency analysis also shows the five most-used words were “values,” “work,” “based,” “selection,” and “recruitment.” These findings show that the references used in this study are valid and reliable relevant to the study’s main themes. Value-based workforce relates to value-based recruitment – building a value-based workforce begins with a good recruitment strategy. In the Islamic context, Islamic work values are highly influential and Islamic work-related values have been used as recruitment conditions for hiring employees during the Prophet Muhammad’s (pbuh) time and the rightly guided caliphs. If incorporated into the value- based model of recruitment, Islamic-related work values could potentially build a value- based workforce. This study has a significant implication to managers especially in finding good employees for the success of the organisation. Recruiting employees through value-based recruitment and selection is believed could reduce many work-related issues and improve organisational effectiveness. This study adds to the body of knowledge on value- based hiring by incorporating theories and Islamic work ideals, which can be used as a guide for future research.

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

Policy interventions in teacher education: sharing the English experience

Over the last 40 years, teacher education in England has been the focus of a stream of ‘reforms’ with the ultimate aim of placing provision into schools, the justification for such a radical policy being that higher education is alleged to be failing to provide good quality teachers thereby compromising the social and economic development of the country. The process whereby these reforms have been introduced is described and then used as a way of comparing and contrasting the way in which similar reforms can be identified in the international teacher education communities represented in this special issue of the Journal of Education for Teaching (JET). The paper closes by identifying lessons that can be learned from international comparators.

Introduction to the special issue on the work of teacher education: policy, practice and institutional conditions

This special issue of the Journal of Education for Teaching focuses on the practical activities and material conditions of higher education-based teacher educators’ work. The articles address questions of concept and practice, discourse and labour and the ways in which teacher education as an activity of higher education is related to the institutional contexts within which the activity is located. The material conditions of academic work have become the focus of much renewed interest in higher education as a series of intellectual, cultural and economic trends (Hartley 2009) have converged so as to question the roles and responsibilities of teacher educators as a category of academic workers. Generally, research suggests that partnership teacher education, in which universities and colleges work with schools to train teachers, is highly successful and there is plentiful evidence in support of this fact (e.g. Iven 1994; Christie et al 2004; Ellis et al. 2011). However, concerns about changes to initial teacher education towards more school-led approaches persist internationally. Much contemporary policy discourse has been framed around the belief that schools are best placed to train teachers and, while there may be an implied consensus of intention to support beginners in their learning during practice, the discussions do little to suggest that the notion of a research-informed teaching profession is an aim worth addressing. Troublingly, as Christie et al. (2012) recognise, the erosion of the role of higher education in teacher education may not only lead to volatility and reductions in funding and employment opportunities in education departments but is likely, by extension, to impact adversely on research capacity in teacher education institutions. Clearly, research which explores the activities and perspectives of teacher educators, their expertise and yet their increasingly difficult positioning within higher education more generally, has the potential to inform the development of the profession from within and, importantly, the strengthening of an academic culture of teacher education.

Internationale Perspektiven: School adoption – Realistic teacher education in the intercept between theory and practice

No AccessInternationale Perspektiven: School adoption – Realistic teacher education in the intercept between theory and practicePer Ramberg, Ove Kr. HaugaløkkenPer RambergSearch for more papers by this author, Ove Kr. HaugaløkkenSearch for more papers by this authorPublished Online:Apr 2014https://doi.org/10.14220/mdge.2013.60.1.56SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetailsCited bySchool Adoption by School-University Partnerships – an example from Germany22 April 2019 | Journal of Education for Teaching, Vol. 45, No. 3 Download book coverVolume 60Issue 1March 2013 ISSN: 0418-9426eISSN: 2196-8756HistoryPublished online:April 2014 PDF download

Comparative and International Education: A Bibliography (2008)

Comparative and International Education: A Bibliography (2008)

The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices

This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics, beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’ instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications for the goals and objectives of elementary mathematics methods courses and professional development are discussed.

Minding the gap: Needed research on beginning/newly qualified science teachers

Journal of Research in Science TeachingVolume 44, Issue 4 p. 532-537 Guest EditorialFree Access Minding the gap: Needed research on beginning/newly qualified science teachers Julie Luft, Corresponding Author Julie Luft [email protected] Department of Curriculum and Instruction, Arizona State University, P.O. Box 870911, Mary Lou Fulton College of Education, Tempe, AZ 85287-0911, USADepartment of Curriculum and Instruction, Arizona State University, P.O. Box 870911, Mary Lou Fulton College of Education, Tempe, AZ 85287-0911, USA.Search for more papers by this author Julie Luft, Corresponding Author Julie Luft [email protected] Department of Curriculum and Instruction, Arizona State University, P.O. Box 870911, Mary Lou Fulton College of Education, Tempe, AZ 85287-0911, USADepartment of Curriculum and Instruction, Arizona State University, P.O. Box 870911, Mary Lou Fulton College of Education, Tempe, AZ 85287-0911, USA.Search for more papers by this author First published: 16 February 2007 https://doi.org/10.1002/tea.20190Citations: 45AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers' practices. International Journal of Science Education, 21, 155– 168. Bigelow, B. (2004). How I survived my first year. In The new teacher book (pp. 34– 41). Milwaukee, WI: Rethinking School, Ltd. Bianchini, J.A., Johnston, C., Oram, S., & Cavazos, L. (2003). Learning to teach science in contemporary and equitable ways: The successes and struggles of first-year science teachers. Science Education, 87, 419– 443. Dollase, R.H. (1992). Voices of beginning teachers. New York: Teachers College Press. Howe, E. (2005). Japan's teach acculturation: Critical analysis through comparative ethnographic narrative. Journal of Education for Teaching: International Research and Pedagogy, 31, 121– 131. Jones, C., Bubb, S., Totterdell, M., & Heilbronn, R. (2002). Reassessing variability of induction for newly qualified teachers: Statutory policy and schools' provision. Journal of In-Service Education, 28, 495– 508. Luft, J.A., Roehrig, G.H., & Patterson, N.C. (2003). Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices, beliefs, and experiences. Journal of Research in Science Teaching, 40, 77– 97. McCormack, A., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of Teacher Education, 31, 125– 138. McGinnis, J.R., Parker, C., & Graeber, A.O. (2004). A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers. Journal of Research in Science Teaching, 41, 720– 747. Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243– 261. Roehrig, G.H., & Luft, J.A. (2006). Does one size fit all? The induction experiences of teachers from different preparation programs. Journal of Research in Science Teaching, 43, 963– 985. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 145– 178. Citing Literature Volume44, Issue4April 2007Pages 532-537 ReferencesRelatedInformation

Teacher education

04–95Andrews, Stephen (University of Hong Kong, Hong Kong SAR, China). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness (Clevedon, UK), 12, 2 (2003), 81–95.04–96Carless,David R. (Hong Kong Institute of Education; Email: dcarless@ied.edu.hk). Putting the learning into assessment. The Teacher Trainer (Canterbury, UK), 17 (2003), 14–18.04–97Gupta, Renu (National University of Singapore, Singapore). Old habits die hard: literacy practices of pre-service teachers. Journal of Education for Teaching (Abingdon, UK), 30, 1 (2004), 67–78.04–98Lamb, Terry (Sheffield U., UK; Email: t.lamb@sheffield.ac.uk) and Simpson, Michael. Escaping from the treadmill: practitioner research and professional autonomy. Language Learning Journal (London, UK), 28 (Winter 2003), 55–63.04–99Lawes, Shirley (London U., UK). What, when, how and why? Theory and foreign language teaching. Language Learning Journal (London, UK), 28 (Winter 2003), 22–28.04–100Moris, Lori (Universite du Québec à Montreal, Canada). Linguistic knowledge, metalinguistic knowledge and academic success in a language teacher education programme. Language Awareness (Clevedon, UK), 12, 2 (2003), 109–122.04–101Mullock, Barbara (University of New South Wales, Australia). What makes a good teacher? The perceptions of postgraduate TESOL students. Prospect (Sydney, Australia), 18, 3 (2003), 3–24.04–102Roessingh, Hetty and Kover, Pat (U. of Calgary, Canada). Variability of ESL learners' acquisition of cognitive academic language proficiency: what can we learn from achievement measures?TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 1–21.04–103Simpson, Carole, Popovic, Radmila and Stojanovic, Smiljka.Modifying tasks in teacher education sessions to meet learners' need better. The Teacher Trainer (Canterbury, UK), 18, 1 (2004), 5–?04–104Walsh, Steve (Queen's University Belfast, Northern Ireland). Developing interactional awareness in the second language classroom. Language Awareness (Clevedon, UK) 12, 2 (2003), 124–142.04–105Wang, Wendy (OISE, U. of Toronto, Canada). How is pedagogical grammar defined in current TESOL training practice?TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 64–78.04–106Yurtseven, Bengü (Bilkent U., Turkey; Email: bengu@bilkent.edu.tr). Three-way observation: including language learner feedback. The Teacher Trainer (Canterbury, UK), 17 (2003), 3–6.

The Politics of Standardization: Teacher education in the USA

(2002). The Politics of Standardization: Teacher education in the USA. Journal of Education for Teaching: Vol. 28, No. 3, pp. 239-245.

Teacher Education in Portugal

(2002). Teacher Education in Portugal. Journal of Education for Teaching: Vol. 28, No. 3, pp. 227-231.

Global Influences on Teacher Education in Scotland

(2002). Global Influences on Teacher Education in Scotland. Journal of Education for Teaching: Vol. 28, No. 3, pp. 251-255.

Thoughts on Teacher Education in the USA

(2002). Thoughts on Teacher Education in the USA. Journal of Education for Teaching: Vol. 28, No. 3, pp. 233-237.

GATS and the Education Service Industry: The Politics of Scale and Global Reterritorialization

One consequence of the hype around globalization and education and debates on global political actors such as the World Bank, IMF and WTO—is that there has not been sufficient attention paid by education theorists to the development of a rigorous set of analytic categories that might enable us to make sense of the profound changes which now characterize education in the new millennium. 1 This is not a problema confined to education. Writing in the New Left Review, Fredric Jameson observes that debates on globalization have tended to be shaped by “…ideological appropriations— discussions not of the process itself, but of its effects, good or bad: judgements, in other words, totalizing in nature; while functional descriptions tend to isolate particular elements without relating them to each other.” In this paper we start from the position that little or nothing can be explained in terms of the causal powers of globalization; rather we shall be suggesting that globalization is the outcome of processes that involve real actors—economic and political—with real interests. Following Martin Shaw, we also take the view that globalization does not undermine the state but includes the transformation of state forms; “…it is both predicated on and produces such transformations.”3 Examining how these processes of transformation work, however, requires systematic investigation into the organization and strategies of particular actors whose horizons or effects might be described as global.

Teacher Reflection Narratives: A poststructural approach

"Teacher Reflection Narratives: A poststructural approach." Journal of Education for Teaching, 27(2), pp. 199–200

Shifting Identities: An investigation into student and novice teachers' evolving professional identity

"Shifting Identities: An investigation into student and novice teachers' evolving professional identity." Journal of Education for Teaching, 26(2), pp. 185–186

Inspecting the Inspecting of Teacher Education in England and Wales

UCET's evidence to the House of Commons Select Committee, which we publish in this issue of Journal of Education for Teaching, represents a significant and measured critique of the impact of recent so-called reforms of English teacher education, with a particular focus on the new inspection regime. This paper provides a context with which to understand the importance of the evidence, is followed by the UCET 'evidence' and then Poppleton's paper, this last providing an international perspective on UCET's arguments.

Saraswati Betrayed: the colonisation of the intellect

"Saraswati Betrayed: The colonisation of the intellect." Journal of Education for Teaching, 23(2), pp. 117–118