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Teaching and Teacher Education in International Contexts
Type: Book
ISBN: 978-1-80455-471-5

Book part
Publication date: 1 December 2014

Geert Kelchtermans

Narrative-biographical perspectives have taken on a very prominent role in both the research on and practices of teacher education (both preservice and in-service) over the past…

Abstract

Narrative-biographical perspectives have taken on a very prominent role in both the research on and practices of teacher education (both preservice and in-service) over the past decades. This chapter briefly situates and explains this “narrative turn,” and continues with the presentation and discussion of concrete pedagogical applications of narrative-biographical approaches. A storied example of one approach is followed by a general discussion of its educational rationale and the necessary conditions for its use. References are made to narrative language as a genre, its contextualized nature as well as the connection with (student) teachers’ developing sense of self.

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International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

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Book part
Publication date: 24 June 2013

Geert Kelchtermans

The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this chapter the author argues for…

Abstract

The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this chapter the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. These studies have been inspired – both conceptually and methodologically – by teacher thinking-research as well as the narrative-biographical approach to teaching and teacher development. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are ‘professional self-understanding’ and ‘subjective educational theory’ as components of the personal interpretative framework every individual teacher develops throughout his/her career. This personal framework results from the reflective and meaningful interactions between the individual teacher and the social, cultural and structural working conditions constituting his/her job context(s). As such the framework is the dynamic outcome of an ongoing process of professional learning (development). Furthermore, it is argued that the particular professionalism or scholarship of teachers is fundamentally characterised by personal commitment and vulnerability, which eventually have consequences for the kind of reflective attitudes and skills professional teachers should master.

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From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

Book part
Publication date: 7 March 2013

Charlotte Struyve and Geert Kelchtermans

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. Although presented as a catalyst for school improvement…

Abstract

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. Although presented as a catalyst for school improvement and professional development, the practices and experiences of teacher leaders are more complex than that. The change in roles blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools. We conducted semi-structured interviews of 28 ‘teacher leaders’ in Flemish primary and secondary schools. We explored their perceptions and evaluation of their position in schools as well as the way their position and role as teacher leaders affected their professional relations with teacher colleagues and school leaders. The results demonstrate how the introduction of new positions and roles in the school as an organisation affects the professional relationships and collegiality. From a micro-political perspective, we show that the new positions also create emotional labour for the teacher leaders, since they find themselves juggling two different agendas of professional interests: on the one hand, receiving recognition by others of their position as teacher leaders, while on the other hand maintaining their former social–professional relationships as teachers with their former colleagues.

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Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning
Type: Book
ISBN: 978-1-78190-651-4

Keywords

Book part
Publication date: 10 August 2023

Geert Kelchtermans

Teacher attrition/retention seems to be a wicked issue: it has strong face validity and common-sense meaning, but the literature does not provide a clear definition. In the first…

Abstract

Teacher attrition/retention seems to be a wicked issue: it has strong face validity and common-sense meaning, but the literature does not provide a clear definition. In the first section, the author analyzes the different ways in which the issue of teacher attrition and retention is problematized as the basis for a definition: as an educational issue teacher attrition and retention refers to the need to prevent good teachers from leaving the job for the wrong reasons. Arguing that teacher attrition/retention constitutes both a problem and a challenge, he continues in the second part to foreground lessons learned. The conclusion outlines an agenda for teacher education, teacher induction, and school development to positively deal with the challenge to keep the good teachers in teaching.

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Approaches to Teaching and Teacher Education
Type: Book
ISBN: 978-1-80455-467-8

Keywords

Book part
Publication date: 1 December 2014

Cheryl J. Craig and Lily Orland-Barak

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well…

Abstract

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.

Book part
Publication date: 24 June 2013

Barbara Šteh and Marjeta Šarić

This chapter consists of two reflective accounts from Slovenia. Both accounts are connected with Barica Marentič Požarnik, who in Part I of this 30th anniversary volume directly…

Abstract

This chapter consists of two reflective accounts from Slovenia. Both accounts are connected with Barica Marentič Požarnik, who in Part I of this 30th anniversary volume directly linked her personal professional development to the International Study Association on Teachers and Teaching (ISATT) during its emergent years as an organisation. In this chapter in the fifth and closing section, Marentič Požarnik’s counterparts follow in the footsteps that their senior colleague and mentor planted and make tracks of their own. They crystallise how ISATT has affected their professional development and influenced their lines of research as they - and ISATT - press towards the future.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

Content available
Book part
Publication date: 9 June 2023

Abstract

Details

Teacher Education in the Wake of Covid-19
Type: Book
ISBN: 978-1-80455-462-3

Book part
Publication date: 10 August 2023

Laura Sara Agrati

Abstract

Details

Approaches to Teaching and Teacher Education
Type: Book
ISBN: 978-1-80455-467-8

Book part
Publication date: 24 June 2013

Michael Kompf and Frances O’Connell Rust

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global…

Abstract

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

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