Teacher Education Policy Research Articles

Fifty years of teacher education in South Africa: towards systematic learning and social transformation

ABSTRACT The article tracks key moments in teacher education policy and curriculum in South Africa from the 1970s to the present day. Political and social features of education in each decade are outlined, from a racialised and fragmented system of teacher education, to the imagining of alternatives, and the imperative for educational transformation. The article pays special attention to the role of teacher education in a national agenda of social reconstruction within the goals of the 1996 Constitution of South Africa, to establish a post-apartheid society based on democratic values, social justice and fundamental human rights. Drawing on a conception of teaching as organising systematic learning, we track ways in which changes in teacher education policy have enabled or restricted opportunities for systematic learning for students in different social contexts, and towards advancing equity. We argue that insights from strong theoretical frameworks create conditions of possibility for student teachers to analyse and interrogate their observations and experiences within the existing schooling system. In so doing, they potentially become agents of transformation, as they imagine practical possibilities for improving teaching in and beyond their immediate school and contextual realities. At the same time, we note the limitation of too narrow a focus on systematised knowledge, without sufficient attention to the life histories and aspirations of student teachers themselves. We suggest that a crucial way forward is to consider how personal development, teacher knowledges and classroom experiences and interactions work symbiotically to support student teachers’ pedagogic learning, even against the enduring challenges of severe inequalities in South Africa. This requires attention to how knowledge informs teaching, how curricula can support the process of learning to teach, and how systematic learning can be nurtured in the pursuit of social transformation.

Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?

ABSTRACT This article discusses common geopolitical issues, such as globalisation, decolonialisation, and economic pressure that affect the development of teacher education policy in England, Canada, South Africa, New Zealand, Russia, Israel, Jamaica, Portugal, Japan, Poland, and China. It goes on to describe these nations’ responses to these pressures and the challenges that they have and continue to face in developing their teacher education systems and building the profession. The article concludes with consideration of the ongoing struggle for the soul of teacher education, especially in England.

50 years after the Securing Educational Personnel Act (1974): Why Japan faces teacher shortage

ABSTRACT This article examines the paradoxical teacher shortage in Japan 50 years after the enactment of the 1974 Securing Educational Personnel Act, which aimed to attract talented individuals to the teaching profession. It analyses how teacher education policies, administrative reforms, and fiscal measures have contributed to the current situation. The study traces the evolution of post-war teacher training principles, the recommendations of the 1971 Central Council for Education report, and subsequent policy implementations. Through a critical lens, it explores how neoliberal reforms since the 1990s, including deregulation, decentralisation, and market-oriented approaches, have impacted teacher supply, working conditions, and the profession’s attractiveness. The paper argues that while quantitative teacher shortages may not exist, qualitative issues stemming from increased temporary appointments, excessive workloads, and diminished job security have created a perceived shortage. It concludes by discussing potential strategies to revitalise the teaching profession and ensure a sustainable supply of qualified educators in Japan’s changing socioeconomic landscape.

Teacher shortages: a social justice perspective on an Australian teacher education policy

ABSTRACT Australia and much of the Global North are facing a teacher shortage crisis. In this paper, we examine the most recent (2023) Australian education policy response to the crisis that ties this crisis to Initial Teacher Education (ITE): Strong Beginnings: Report of the Teacher Education Expert Panel (TEEP). Social justice imperatives related to economic, cultural, and political justice are used in this paper not only to explore the contents of this policy but also to think about the problem beyond borders. The policy focus, we argue, has shifted towards greater government regulation and intervention into ITE programs than ever before and that such moves work to undermine teacher professionalism. Whilst issues of student and teacher diversity are raised within some aspects of the policy, systemic social justice issues for education related to poverty, ethnicity, gender, teacher and student voice, and workplace justice are not adequately addressed. There is also little recognition within this policy that some schools are much harder to staff than others. In presenting this critical analysis, we offer ways forward for social justice imperatives to be realised within Australian ITE policy and the broader global teacher shortage crisis.

The status of culturally relevant teacher education in the European context: A systematic review of research

AbstractIn this systematic literature review spanning 2000 to 2024, we examine the landscape of culturally relevant education (CRE) in Europe. Our goal is to present a clear picture of how in‐service and pre‐service teachers perceive, practice and experience CRE in the evolving European context. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) protocol, we analysed 48 empirical studies from European countries. In a multiphase process, we utilised qualitative methods to iteratively identify key features to categorise study purposes and outcomes for meaningful reporting. Included studies primarily consisted of self‐reported data on perspectives, practices and experiences of in‐service or pre‐service educators working with learners that are culturally and linguistically diverse compared to the dominant culture of the studies' locations. The aim was to reveal the state of CRE research in the context of Europe by identifying the reviewed studies' goals, key findings and suggestions to move forward. Our findings highlight well‐intentioned educators, yet there is a discernible need for improved teacher education programmes and in‐service professional learning that focus on supporting educators' culturally relevant practices. The review emphasises the necessity of better preparing European educators to effectively meet the needs of their culturally and linguistically diverse student populations. We offer a series of recommendations synthesised from the examined studies, pointing towards a need for reform at multiple levels, including pre‐service teacher education, professional development, school and community practices and policy changes. As we navigate the educational landscape of Europe, our synthesis aims for a clear understanding and practical insights, fostering an environment where educators can effectively nurture the potential of every learner. Context and implicationsRationale for this study: The study aims to assess the state of culturally relevant teacher education in Europe, highlighting the gap in research through a systematic review of the literature to help inform future educational efforts.Why the new findings matter: These findings matter because they offer a structured insight into current practices and challenges, suggesting significant opportunities for enhancing teacher preparation in culturally diverse settings across the continent of Europe.Implications for practitioners, policy makers and researchers: Policy makers may use these insights to better support and develop policies that enhance teacher training, aiming for inclusivity and diversity in classrooms. Researchers are provided with a detailed analysis of existing works and trends, highlighting challenges and unexplored areas, thus offering the potential to push the boundaries of educational research in culturally relevant pedagogy. Overall, these implications aim to foster an educational environment where diversity is not only recognised but actively embraced and integrated into teaching practices.

The Impact of the Initial Teacher Education Reaccreditation Process on Teacher Educator Identity

ABSTRACT This article reports initial findings from a research project that focused on the impact of the reaccreditation process and its outcomes on teacher educators in four institutions in England where Qualified Teacher Status accreditation was removed, despite leading successful programmes as detailed in Ofsted inspections and National Student Survey data. Whilst the outcomes of the reaccreditation process were mentioned in the mainstream press, the impact of this policy on teacher educators had only been reported anecdotally. This research fills a research gap to document impact on teacher educator identity and provides an evidence base to inform teacher education policy debates. Data were gathered through focus groups using a triad collaborative enquiry approach, based on the lesson study model, where researchers took on different roles: clarifier, observer, and questioner. This method formed part of a constructed focus group and built on a process of semi-structured and unstructured creative tasks. Initial findings identified the shifting context university educators perceived in relation to policy constraints, including a greater top-down, centralisation that negated the opportunity for teacher educators to provide a contextualised, evidence informed approach to teacher preparation. This contributed to the impact of the reaccreditation process on teacher educators’ professional identity, self-efficacy and agency.

Motives for and predictors of teachers’ adoption of pro-environmental behaviours

Teachers frequently happen to be the most influential role models and social change agents in the eyes and minds of young people as well as the whole society in many cultures. Since they are closely involved in promoting the ideas for the goodness of communities and the whole world either as individuals or educators, teachers’ behaviours across all aspects of their life are correspondingly valuable. Therefore, what teachers do in and out of school for the benefit of nature, society or humanity is a crucial phenomenon worth studying. With this study, we aimed to identify the motives for and the predictors of PEBs (pro-environmental behaviours) that teachers follow in their personal, professional, or social spheres and specify whether those behaviours are the characteristics of a particular teacher group or not. Designed as a survey, the research was mainly a correlational study exploring the existing relationships between teachers’ tendency to adopt PEBs and certain socio-demographics along with internal factors. In this inquiry, we surveyed 330 Turkish in-service teachers representing different educational settings across the country through a cross-sectional online questionnaire and performed descriptive statistics and multiple regression analyses with the help of the software STATA. Based on the findings of the study, we presented suggestions for policy and practice in teacher education as well as implications for future research on pro-environmental practices and environmental education.

Understanding and Enhancing Special Education Teachers' Competencies for Inclusive Practice: A Comprehensive Analysis

This study examined the knowledge, skills, and comprehension of the teachers in special education that enable them to address the needs of students with disabilities. Through this, the paper delivered a comprehensive analysis incorporating demographic profiling, assessment of the availability of knowledge and skills, correlation analysis, and regression analysis. The sample of this study comprised 80 special education teachers with various backgrounds and experiences. The results suggest a diversified teacher community: 80% of respondents strongly agree that they are aware of the diversified abilities of the students, and 85% strongly agree that they are good communicators. However, only 40% of the teachers admitted to being able to use technology seamlessly in their teaching. It is indicative of a particular focus area. Correlation analysis has also established significant interrelationships between the various competencies, such as correlation r = 0.632 (p < 0.01) in the aspect of handling workshop equipment and teaching technical skills in the theoretical sessions. This study confirms that the competencies for good teaching are interdependent and stresses the need for adaptable teaching knowledge of the various abilities as well as psychosocial support. These findings could influence policy and practice in teacher education and the improvement of support systems in special education.

Holograms or Hemorrhoids? Student Teachers’ Imaginings of the Digital Futures of Education

This study reports preservice teachers’ perceptions of desirable and undesirable digital futures for education. Empathy-based stories were collected from 74 student teachers in Finnish professional teacher education. The findings were arranged into three positive and three negative future scenarios. In the positive scenarios, digital tools support human interaction and are subject to the teacher’s agency. Teaching and learning remain essentially human activities, whereas technology has a supportive role. In the negative scenarios, learning is reduced to the acquisition of mechanical competences managed by technology and teachers becoming machine operators. These results could guide the development of teacher education, decision-making, and education policy toward meaningful digital futures.

Teacher Education in Nepal and Denmark: A Comparative Study

This article investigated the teacher education policies, practices, and their influence on teaching learning activities in Nepal and Denmark. The study presents a comparison of the teacher education system and practices between Nepal and Denmark. The study is based on the literature reviewed in the case of Denmark whereas in the case of Nepal, it is based on the data obtained from the various stakeholders. The study adopts an interpretive approach under qualitative research design which includes in-depth interviews with university teachers, Center for Education and Human Resource Development (CEHRD) executive and focus group discussions with school teachers. Findings indicate that teacher education in Nepal started far later than in Denmark and shares some similarities with distinct differences in policy stability. Enrollment in teacher education courses is decreasing due to unemployment issues which may affect the quality of education in future. Furthermore, the results indicate that new demand-based approaches to teacher education, capacity enhancement of training centers, effective monitoring mechanisms, qualified teacher educators, and efficient ICT integration are the major aspects of needed improvements.

Preparing pre-service teachers to teach with information technology: mapping knowledge patterns in what is included and omitted in Ghana

ABSTRACT Research, primarily from pre-service teachers’ perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana’s teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap, this paper describes a qualitative study that examined the reflective views and experiences of 20 in-service teachers regarding what was offered and missing in their pre-service training for digital pedagogy. Findings revealed teachers benefit from standalone educational technology courses, teacher educators modelling technology use, and curriculum activities requiring technology use. The knowledge pattern in these training methods suggests a prioritisation of technical skills acquisition that mostly supports traditional, teacher-centred teaching tasks. Factors impeding pedagogical development training are unpacked, along with the reasons behind misalignments between teacher education policy requirements, and actual pre-service technology training practices.

A comparative analysis of movement and physical activity in early childhood teacher education policy in five Nordic countries.

The aim of this study is to investigate the integration of movement and physical activity (MoPA) within Early Childhood Teacher Education (ECTE) policies across Denmark, Finland, Iceland, Norway, and Sweden. This knowledge can inform the development of ECTE policies and practices that promote MoPA in Early Childhood Education and Care (ECEC) in Nordic countries and other countries worldwide. In this study, a Nordic cross-national network of researchers collaborated in investigating policy documents at the national and university levels, which govern the education of ECEC teachers. This study was inspired by the Non-affirmative Theory of Education, which provides a framework for understanding the various influences on curricular development in higher education. Based on this, a four-step comparative analytical process of national and university documents across the Nordic countries was conducted. It included keyword search for MoPA related courses and a qualitative description of MoPA in ECTE. Thus, a combination of investigations of policy documents at the national and university level and expert knowledge set a solid foundation for international comparison. The comparative analysis of MoPA in ECTE reveals diverse approaches influenced by national and university policies. A central theme is the variability in MoPA integration across these nations. Finland and Norway prioritize MoPA with independent mandatory courses. In Iceland, compulsory MoPA courses exist at one of two universities, and in Sweden at three out of 19. All university colleges in Denmark offer an elective course. Furthermore, learning objectives related to MoPA are, to varying degrees, part of the internships in the countries, with Sweden being an exception. In the participating countries, the teachers decide the content of the MoPA courses with little guidance, support, and agreement on essential MoPA content within and across the ECTE's. Norway has established guidelines, and in Finland, there is a network of ECTE Physical Education (PE) educators, which, to some degree, increases the consistency and quality of MoPA in education. The Nordic countries present diverse MoPA integration approaches rooted in national policies and educational traditions. The findings emphasize the necessity of independent and mandatory MoPA courses, integration of MoPA into internships and promoting networks across the educational and academic sectors to equip future early childhood educators with competencies for fostering physical activity, motor development and children's well-being.

A systematic evidence synthesis of disability and inclusive pedagogy in initial teacher training in English as a Foreign Language

This systematic review considers recent evidence of the preparation of inclusive education implementation in the context of English as a Foreign Language (EFL) education across different countries. The study comprised of a comprehensive search of multiple databases which are accessible for scholars with visual impairments working with an open-source screen reader application: British Education Index, Education Source, ERIC subscription, Scopus, and Web of Science Core Collection. The searches generated 508 studies from January 1 2002, to December 31 2022,. 73 duplicated studies were removed, leaving 435 records to be screened for inclusion. 430 of these were rejected for not meeting the selection criteria, leaving five studies for inclusion. One additional relevant study from author's personal collection of references was also included in the review. The review discovered that the issue of disability and inclusive pedagogy in initial EFL teacher education scholarship is extremely under-studied. Only four relevant studies were conducted in the Global North, two in the Middle East, and none in the Global South, where an expanding population of pupils learning English are located. The findings of this study provide insights and recommendations for policy and practices of initial EFL teacher education.

Challenges in teacher education

Teacher education is influenced by a global meta-narrative that states that improving the quality of teacher education will lead to improved pupil outcomes, which in turn will lead to economic competitiveness in the global context. Thus, teacher education is seen as a powerful lever for achieving this ambition and is therefore positioned as a policy problem. This article outlines some of the key global challenges both in terms of global teacher education policy and in relation to wider societal influences. It problematises the notion that global challenges can be addressed by wholesale global solutions, arguing that liberal democratic governance in the global north mitigates against longer-term reform that does not achieve results within one election cycle. Instead, the article suggests that certain programme/partnership-level changes can work in powerful ways to achieve the ambition of more socially progressive teacher education

Fail to plan, plan to fail. Are education policies in England helping teachers to deliver on the promise of democracy?

AbstractThis paper examines three questions: (1) (How) Is democracy promoted in secondary schools in England? (2) How is the promotion of democracy understood in education and teacher education policy? and (3) To what extent does existing education policy benefit the promotion of democracy in schools in England? To explore these questions, we first discuss the policy landscape surrounding democratic education in England. We then outline our data collection and analysis methods, which comprised (a) the coding of ten different policy documents, including curriculum specifications, teaching standards and inspection frameworks, and (b) the utilisation of an original survey of more than 3000 teachers working in approximately 50% of all secondary schools in England. Together, our data allow us to raise three important points. First, education and teacher education policy neglects to specify ‘how’ democracy should be promoted and by ‘whom’. Second, schools are offering scant provision of democratic education. Third, the majority of teachers feel fundamentally underprepared to teach democracy. We conclude this paper by arguing that, if policymakers do wish to promote democracy, there is a need for a cohesive policy and teacher education approach that guarantees democratic education for all.

From ‘sojourning’ to standards: a critical reflection on the evolution of initial teacher education policy in Ireland

ABSTRACT Given the many foci and functions of the education system in Ireland in both the colonial era (up to 1921) and since, teacher selection, training/education, recruitment and management have been topical and contested issues. This article traces key trends in the historical evolution of initial teacher education (ITE) policy for primary teachers in Ireland over the past two centuries, moving from a period where training involved ‘sojourning’ around schools to the contemporary era where ITE programmes are underpinned by elaborate and prescriptive standards. Framed within the wider international socio-political context, a particular emphasis is placed on the implications of policy developments in the past decade that have fundamentally altered the landscape of ITE. The paper argues that Ireland’s contemporary ITE policy is characterised by a range of tensions and debates that arise from the interface of its historical lineage with contemporary global discourses.

Conceptualisations of multilingualism in early childhood teacher education: Ideological and implementational spaces in policy texts

This paper explores how multilingualism is conceptualised in teacher education policy texts and discuss the ideological and implementational spaces for multilingual pedagogy in teacher education. The main focus is Norwegian early childhood teacher education curricula, and the qualitative oriented content analysis of teacher education curricula documents follows three steps. The first step provides an overview of how the content in Norwegian early childhood teacher education is regulated compared to Sweden, Denmark, Finland and Iceland. The second step takes a historical perspective, examining how the conceptualisations of multilingualism in Norwegian ECTE have changed from 1971–2018. The third step involves a close reading of local course plans from 12 different Norwegian higher education institutions. Findings show how curriculum content in Norwegian early childhood teacher education related to multilingualism is far more regulated than in the other Nordic countries. The historical analysis reveals how the ideological and implementational spaces have changed over the years by defining multilingualism differently, and how the current national guidelines open the ideological and implementation spaces for multilingualism. Furthermore, the analysis of the 12 local teacher education programs illustrates how these open spaces are implemented in different ways, either in narrowing further the spaces or broadening the spaces. The discussion revolves around how these spaces require different kinds of competencies for both practitioners and teacher educators.

A Review of Federal Teacher Management and Teacher Education Policy in the Biden Era

A Review of Federal Teacher Management and Teacher Education Policy in the Biden Era

Status Quo or Innovation? Transforming Teacher Education in Hostile Times

Teacher education is at a critical crossroads as colleges and schools of education contend with decreased student enrollment, legislative strategizing to limit what is taught, and general pushback regarding what teachers should learn about teaching and their students. As such, the field of teacher education must examine how to collectively rebuff the current movement by policy makers and elected officials who have formalized their desire to maintain the status quo in education. They continue to lobby against social justice in education, critical race theory, multicultural perspectives in teaching, and culturally responsive and relevant pedagogical approaches to classroom instruction, among others. This paper examines the current moment in educational history and highlights opportunities that may transform teacher education policy to become more justice centered.

The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors

The evaluation conundrum during teaching practicum concerning the criteria used and perception of them by faculty mentors, school mentors, and preservice teachers remains a critical concern in language teacher education. This multi-perspective research quantitatively investigates the viewpoints of preservice English teachers and their school and faculty mentors regarding the significance of the evaluation criteria set by the Ministry of National Education for evaluating preservice teachers’ teaching in teaching practicum. While all three groups considered the evaluation criteria to be significant—although at varying degrees—the faculty mentors ascribed greater importance to the evaluation criteria, compared to school mentors and preservice teachers, for both the evaluation criteria used by faculty mentors and school mentors. The study highlights the key role of evaluations and feedback provided by school and faculty mentors during teaching practicum despite higher degrees of significance attached to the evaluation criteria used by school mentors. The implications can inform policy and practice in language teacher education, promoting better outcomes for the preparation of future English language teachers in Türkiye.