‫ הכשרת מורים כפרופסיה בפני עצמה‬:‫רשימת מקורות בנושא‬
1. Title: Rethinking the Profession of Teaching: A Progressive Option.
Authors: Ayers, William ;
Descriptors: Educational Change; Educational Philosophy; Elementary Secondary Education;
Professional Recognition; Progressive Education; Teaching (Occupation); Theory Practice
Relationship ;
Journal Name: Action in Teacher Education
Journal Citation: v12 n1 p1-5 Spr 1990
Abstract: This article discusses Dewey's concept of progressive education and proposes the
experientialist assumptions which characterize progressive education as a guide in the movement
toward teacher professionalism. The knowledge base for teaching is briefly outlined, teacher
professionalism is defined, and the relationship of teacher professionalism to the reform movement
is explored.
2. Title: Governing Schools and Developing Professionalism: Complementary or Contradictory
Tasks in Teacher Education. Lararutbildningens Lilla serie No. 5.
Authors: Askling, Berit; Almen, Edgar ;
Descriptors: Decentralization; Educational Change; Educational Trends; Elementary Secondary
Education; Foreign Countries; Government Role; Government School Relationship; Higher
Education; Policy Formation; Public Policy; Reflective Teaching; School Community Relationship;
Teacher Education; Teacher Education Programs; Teacher Role ;
Publication Date: 1995-00-00
Pages: 40
Abstract: This paper examines the potential for teacher education institutions to implement a
"reflection in and on action" strategy in their training programs. A central argument is that the
academic context of teacher education and the "reflection" approach can support a professionalism
of teachers. However, a necessary precondition is that teacher education establish fruitful cooperation with local communities and their schools. Introductory sections look at educational trends
in many countries, government role, and teacher professionalization. Section 2 examines the
literature on the current trend toward professionalism through reflection. Section 3 describes
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Swedish teacher education as an example of the implementation of this strategy. This section
covers the progressive decentralization of comprehensive schools, the tradition of teacher educators
as advocates for better schools, an integrated program with a diversified curriculum and staff,
traditional notions of teachers' professionalization, new research-based notions of
professionalization, research as a bridge between the two traditions, the agents that will shape and
define professionalism, and a summary of the Swedish model. Section 4 argues that dynamic
teacher education is a source for professionalism and an indirect tool for state steering. (Contains
46 references.) (JB)
3. Title: Professionalization of Progress and Expertise among Teacher Educators in Iceland. Draft.
Authors: Johannesson, Ingolfur Asgeir ;
Descriptors: Curriculum Development; Educational Change; Educational Environment; Educational
History; Educational Improvement; Elementary Secondary Education; Foreign Countries; Higher
Education; Professional Recognition; Teacher Educators; Teaching (Occupation ;)
Publication Date: 1992-04-00
Pages: 23
Abstract: The view of professionalism as a social strategy differs from conventional theories of
professions that consider professionalism as an evolutionary trend. This paper considers the
professionalization of progress and educational expertise among teacher educators and other
education reformers in Iceland in the 1980s and 1990s. It focuses on the "fagvitund" (translated as
"occupational consciousness" or "professional identity") campaign, launched in the mid-1980s and
designed to increase respect for teachers in Iceland. The paper uses a conceptual framework that
interprets educational reform as a social strategy of epistemic individuals; examines the context in
which "fagvitund" took place; considers to what extent the discourse of professionalism has merely
occupied the space (field) wherein education reformers work; and compares the interpretation of
professionalism as a social strategy with other contemporary interpretations of professionalism.
4. Title: Professionalism and the Preparation of Early Childhood Education Practitioners.
Authors: Saracho, Olivia N.; Spodek, Bernard ;
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Descriptors: Credentials; Early Childhood Education; Educational Change; Educational
Improvement; Elementary School Teachers; Preschool Teachers; Professional Development;
Professional Recognition; Teacher Certification; Teacher Education ;
Journal Name: Early Child Development and Care
Journal Citation: v89 p1-17 1993
Abstract: Defines and discusses professionalism, and discusses the certification, credentialing, and
preparation of early childhood teachers in light of recent research on these topics and the
educational reform movement. Argues that the integration of new knowledge emerging from studies
of educational practice and child development can help raise levels of professionalism. (MDM)
5. Title: Teaching and Teacher Education among the Professions. 38th Charles W. Hunt Memorial
Lecture.
Authors: Shulman, Lee S ;.
Descriptors: Elementary Secondary Education; Higher Education; Preservice Teacher Education;
Scholarship; Teacher Educators; Teaching (Occupation ;)
Publication Date: 1998-02-25
Pages: 26
Abstract: This paper argues that a real profession involves a community of people committed to
ensuring that they individually and collectively develop the capacity to learn from experience, so
they can serve the social responsibilities or needs to which they are committed. It explains that there
are six commonplaces inevitably associated with a profession in principle, arguing that if these six
principles are taken seriously, there will be various challenges for the future that the community of
teacher educators specifically, and the community of educators in general, must confront. These six
commonplaces are service, theory, practice, judgement, experience, and professional communities
of practice. The paper recommends that the field of teacher education needs a much more serious
scholarship of teaching. This requires that it be public rather than private, that there be a group of
people with a set of standards who can critically evaluate how good the scholarship is, and that
scholarship must be generative. The paper concludes by explaining how the Carnegie Foundation is
working with colleagues on these issues (the Carnegie Academy for the Scholarship of Teaching
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
and Learning, networking campus academies, and working with disciplinary and professional
associations). (SM)
6. Title: Tensions in Teaching and Teacher Education: Professionalism and Professionalisation in
England and Canada.
Authors: Hall, Christine; Schulz, Renate ;
Descriptors: Case Studies; College Faculty; Comparative Education; Educational Environment;
Foreign Countries; Preservice Teacher Education; Professional Recognition; Teacher Attitudes;
Teacher Education; Teacher Educators; Teacher Morale ;
Journal Name: Compare
Journal Citation: v33 n3 p369-83 Sep 2003
Abstract: Examines the tensions among government professionalization agendas for teaching and
teacher education and the creation of conditions in schools and faculties of education where
professionalism is diminished or underminded. Considers the tensions teacher educators
experience as they manage competing definitions of professionalism within the university and
school contexts. (CAJ)
7. Title: Decontextualizing Pedagogy: The Rise of Didactic Closure in Finnish Teacher Education.
Authors: Simola, Hannu; And Others
Descriptors: Educational Change; Educational Environment; Educational Policy; Educational
Principles; Elementary Secondary Education; Foreign Countries; Government Role; Higher
Education; Knowledge Base for Teaching; Preservice Teacher Education; Professional Recognition;
Teacher Education Curriculum; Teacher Educators; Teaching (Occupation ;)
Pages: 41
Abstract: This paper examines the history of Finnish didactics and the professionalization of
teacher education. In Finland, didactics is an emerging academic discipline--the science of teaching
or educational science for teacher education--and includes both the subject and contextual
knowledge of teaching. At the same time, the context of teaching and learning, the school as a
socio-historical institution, is of little interest. Education discourse in Finland since the 1860s is
analyzed, as well as the recent development of department-level curricula for classroom teacher
education at six Finnish universities in the 1980s and 1990s. Teacher professionalism in relation to
4
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
the interests and professionalism of teacher educators is explored, as well as the theory of "social
closure," in which professional status results from a group seeking to achieve monopoly in its field of
activity and exclude other competing groups from the market. The results of the analysis suggests
that while pursuit of a coherent picture of school teaching and learning requires involvement with
other disciplines, the professionalism drift of teacher educators toward recognition of didactics as a
distinct field works against this involvement. While pursuing justification of their existence as an
academic field, teacher educators are excluding competing disciplines and constructing a social
closure and a closed market ruled by their monopoly in the field. (Contains 72 references.)
8. Title: The Professionalization of Teachers--The State of the Theoretical Art in Germany.
Authors: Rebel, Karlheinz ;
Descriptors: Educational Theories; Elementary Secondary Education; Foreign Countries;
Professional Recognition; Teacher Welfare; Teaching (Occupation ;)
Publication Date: 1992-04-00
Pages: 14
Abstract: This paper examines the question of whether the construct of professionalization is a
helpful instrument to assist teachers in achieving an acknowledged place and status in German
society. The concept of professionalization as it is used in an everyday pedagogical context and in
the context of various academic disciplines is analyzed, and the application of these concepts to
initial teacher preparation in Germany and other countries is examined. A brief outline is given of the
historical debate over the professional standing of teachers in Germany. Three theoretical positions
found in the literature which reflect this debate are identified: (1) a deductive abstract position which
attempts to deduce pedagogic professionality from a reflection on the principles of educational
essence; (2) an inductive-additive position characterized by the attempts to determine educational
professionalism by discussing the structure of the educational tasks, based on empirical studies;
and (3) a hermeneutic-reconstructive position characterized by attempts to explore the structure of
pedagogical tasks in order to develop a content-oriented definition of pedagogical professionalism.
Two additional theoretical approaches to professionalization and professionalism are discussed.
The first of these is related to the vocational sociology approaches and is popular with practicing
teachers; the second, a newer approach, concentrates on professionalization features which are
claimed to be more adequate to educative functions.
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
9. Title: The Question of Teacher Professionalism.
Authors: Hart, Shannon P.; Marshall, J. Dan ;
Descriptors: Codes of Ethics; Elementary Secondary Education; Higher Education; Literature
Reviews; Professional Autonomy; Professional Occupations; Student Teaching; Teacher Education
Programs; Teaching (Occupation ;)
Pages: 34
Abstract: This paper synthesizes literature on the topic of professions in general and the teaching
profession in particular. The paper is organized into three sections. The first section emphasizes the
history and fundamental aspects of professions in the United States. The second section looks
specifically at the teaching profession, using fundamental aspects of professions as a framework
(body of knowledge, ideal of service, autonomy, ethical codes, and a distinctive culture). The third
section focuses on how these aspects might be incorporated into programs seeking to promote
teacher professionalism, describes what the fundamental aspects of professionalism might look like
in a program designed to emphasize them, and includes examples of teacher behaviors one might
look for as evidence that new teachers have internalized the characteristics of a professional.
Findings suggest that programs seeking to advance professionalism in teaching must address each
of the fundamental aspects of professionalism, aspects which must then be displayed by graduates
of such programs; and that teacher education programs, through training, should provide future
professionals a sense of collegial togetherness and support, especially during student teaching.
10. Title: Moral and Ethical Issues in Teacher Education. ERIC Digest.
Authors: Benninga, Jacques S ;.
Descriptors: Character Education; Elementary Secondary Education; Ethical Instruction; Higher
Education; Moral Values; Preservice Teacher Education; Teacher Responsibility; Values Education ;
Pages: 4
Abstract: This digest addresses two components in the moral and ethical preparation of teachers:
identification and assessment of professional ethical concepts and structures in teacher education,
and foundations and specific models for the preservice training of teachers of character. A teacher's
first moral obligation is to provide excellent instruction. Teachers with high levels of moral
professionalism have a deep obligation to help students learn and to demonstrate their moral
professionalism. Teachers' professional ethical dispositions must now be addressed as part of the
National Council for Accreditation of Teacher Education (NCATE) accreditation process. Four
6
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
components of ethical education include: moral sensitivity, moral judgment, moral motivation, and
moral character. Each component is clearly defined, and educational goals, teaching strategies and
assessment methods can be derived from those definitions. Professionals in education need
objective knowledge about how children form a basic sense of right and wrong and how schools can
reinforce appropriate development. An appropriate classroom environment can enhance students'
positive dispositions if teachers receive proper training. The digest highlights three teacher
education programs offering students the knowledge and professional skills to integrate character
education into classroom practices. It concludes that moral and ethical issues, including character
education, are slowly becoming part of teacher education programs, with deans and administrators
of teacher education programs agreeing that core values can and should be taught in schools.
(Contains 21 references).
11. Title: A Model of Professionalism and Its Implications for Teacher Education.
Authors: Elliott, John ;
Descriptors: Experiential Learning; Higher Education; Models; Preservice Teacher Education;
Professional Development; Student Participation; Teacher Education Curriculum; Teaching
Experience ;
Journal Name: British Educational Research Journal
Journal Citation: v17 n4 p309-18 1991
Abstract: Attempts to outline a curriculum theory for initial teacher education and a conceptual
model of professionalism. Addresses occupational content, the nature of the professional role and
learning, professional competence, knowledge, and curriculum and teaching. Criticizes the trend
toward more school-based initial training of teachers. Argues that experiential professional learning
need not involve direct participation.
12. Title: Open File: Professionalism in Teaching.
Authors: Hargreaves, Andy, Ed.; Lo, Leslie N. K., Ed ;.
Descriptors: Comparative Education; Educational Change; Elementary Secondary Education;
Foreign Countries; Global Approach; Higher Education; Teacher Education; Teaching
Journal Name: Prospects: Quarterly Review of Comparative Education
Journal Citation: iss114 v30 n2 Jun 2000
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Abstract: This theme issue focuses on professionalism in teaching. It begins with an article in
Viewpoints/Controversies titled "A Renewed Sense for the Purposes of Schooling: The Challenges
of Education and Social Cohesion in Asia, Africa, Latin America, Europe, and Central Asia"
(Stephen P. Heyneman; Sanja Todoric-Bebic). In Open File: Professionalism in Teaching section,
the articles are: "The Paradoxical Profession: Teaching at the Turn of the Century" (Andy
Hargreaves; Leslie N. K. Lo); "The Principled Professional" (Ivor F. Goodson); "Strategic Intentions
for Professionals in World-Class Schools" (Brian J. Caldwell); "Professionals and Parents: Personal
Adversaries or Public Allies" (Andy Hargreaves); "When Teaching Changes, Can Teacher Education
Be Far Behind?" (Miriam Ben-Peretz);"Professional Development in the United States: Policies and
Practices" (Ann Lieberman; Milbrey McLaughlin); "Educational Reform and Teacher Development in
Hong Kong and on the Chinese Mainland" (Leslie N. K. Lo); and "From Agents of Reform to
Subjects of Change: The Teaching Crossroads in Latin America" (Rosa Maria Torres).
13. Title: The Examination of Preservice Teachers' Journals for Reflective Thought Patterns
Concerning Professionalism.
Authors: Groce, Eric C.; Henson, Robin K.; Woods, Bradford S ;.
Descriptors: Elementary Secondary Education; Higher Education; Journal Writing; Knowledge
Base for Teaching; Preservice Teacher Education; Student Teacher Attitudes; Student Teachers;
Teacher Collaboration ;
Pages: 41
Abstract: This study investigated 30 preservice teachers' journals for examples of the knowledge
base for teaching, expectations for professional collaboration, and depth of reflectivity when
discussing these issues. Content analysis was conducted on six journal questions intended to
generate thought patterns in relation to professionalism in teaching. Descriptive statistics and
multiple regression were used to examine the data. Analysis revealed a dearth of substantive
examples of the new knowledge base and collaboration. However, when examples were evident,
they consistently predicted depth of reflectivity, suggesting an integrated growth of professionalism
in the preservice teachers. (Contains 31 references.)
14. Title: Documentation of Teacher Education Field Experiences of Professional Year Interns via
Electronic Portfolios.
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Authors: Cole, Donna J.; Ryan, Charles W ;.
Descriptors: Computer Uses in Education; Educational Technology; Elementary Secondary
Education; Evaluation Methods; Graduate Study; Higher Education; Mentors; Performance Based
Assessment; Portfolio Assessment; Preservice Teacher Education; Reflective Teaching; Student
Evaluation; Student Teachers; Student Teaching ;
Pages: 40
Abstract: This paper documents the development of an authentic assessment evaluation process at
Ohio's Wright State University (WSU), examining authentic assessment efforts related to PRAXIS
III/Pathwise Assessment, which is being piloted by the Ohio Department of Education as the model
for teacher licensure. Portfolios receive major attention during WSU's introductory education
coursework, methods courses, and student teaching (when students complete a portfolio product
that demonstrates competency in achieving teacher education objectives, passing the National
Teacher Exam, and fulfilling intern teaching requirements). Portfolio assessment is also used in a
course, The Teacher in School and Society, during the last semester. Students participate in
mentoring partnerships and early field experiences. In 1995, faculty initiated a portfolio process that
involved Professional Educators Program (PEP) interns in developing electronic portfolios for
documenting professional skills, using PRAXIS domains/criteria as the model. PRAXIS emphasized
organizing content knowledge for student learning, creating environments for student learning,
teaching for student learning, and teacher professionalism. PEP students were introduced to
portfolios, which they had to complete and present upon entry to PEP. Throughout all programs of
study, there was infusion of authentic assessment opportunities. Specific technologies used in
WSU's program include videorecorders, personal computers, CD-ROM units, educational software,
on-line services, videodisk players, an educational resource center, and the Internet. Seven
appendixes offer a sample portfolio scoring template, the PRAXIS index, and information on
organizing content knowledge for student learning, creating an environment for student learning,
teaching for student learning, teacher professionalism, and Ohio licensure. (Contains 37
references.)
15. Title: The Teacher Educator as (Re)Negotiated Professional: Critical Incidents in Steering
between State and Market in Australia.
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Authors: Danaher, P. A.; Gale, Trevor; Erben, Tony ;
Descriptors: Elementary Secondary Education; Federal Government; Foreign Countries;
Government School Relationship; Higher Education; Marketing; Preservice Teacher Education;
Teacher Educators ;
Journal Name: Journal of Education for Teaching
Journal Citation: v26 n1 p55-71 Apr 2000
Abstract: Explores the kind of steering being used by Australian teacher educators confronted with
developing competitiveness in higher education, arguing that changes compel teacher educators to
renegotiate their professionalism and reexamine their attitudes toward and values within education
as they steer new courses through the state and market. Illustrates this argument using three critical
incidents in Australian teacher educators' professional lives. (SM)
16. Title: Mentoring in the New Millennium.
Authors: Hargreaves, Andy; Fullan, Michael ;
Descriptors: Beginning Teacher Induction; Beginning Teachers; Elementary Secondary Education;
Faculty Development; Higher Education; Mentors; Preservice Teacher Education; Student
Teachers; Teacher Collaboration; Teacher Improvement ;
Journal Name: Theory into Practice
Journal Citation: v39 n1 p50-56 Win 2000
Abstract: Investigates mentoring in the new millennium, linking approaches to mentoring with an
evolutionary model of professionalism in teachers (the four ages of professionalism); examining key
areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for
redesigning teacher preparation, developing continuous learning throughout the career, and
changing the teaching profession more fundamentally.
17. Title: Response: A Community of Practice.
Authors: Palincsar, Annemarie ;
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Descriptors: Disabilities; Educational Philosophy; Educational Practices; Elementary Secondary
Education; Faculty Development; Higher Education; Inservice Teacher Education; Preservice
Teacher Education; Teacher Education ;
Journal Name: Teacher Education and Special Education
Journal Citation: v22 n4 p272-74 Fall 1999
Abstract: This commentary discusses three previous articles that address the concept of
"communities of practice" as a particular theoretical approach to the professional development of
teachers. Challenges faced in trying to foster community in educational practice are addressed, and
the promotion of professionalism in teaching through a dialectical process is discussed.
18. Title: Practernship: A Theoretical Construct for Developing Professionalism in Preservice
Teachers.
Authors: Millwater, Jan; Yarrow, Allan ;
Descriptors: College School Cooperation; Cooperative Planning; Elementary Secondary Education;
Foreign Countries; Higher Education; Holistic Approach; Partnerships in Education; Practicums;
Preservice Teacher Education; Reflective Teaching; Student Teachers; Student Teaching; Teacher
Collaboration; Teacher Educators; Teaching Experience ;
Journal Name: Teacher Education Quarterly
Journal Citation: v24 n1 p23-36 Win 1997
Abstract: Professors from Australia's Queensland University introduce the concept of a
"practernship" that is a variation of typical internship/apprenticeship programs for preservice
teachers. The "practernship" combines practice teaching and internship, encourages collaboration
and professional development, and promotes a holistic, equitable approach to preservice teacher
education.
19. Title: Professional Development as Transformative Learning. New Perspectives for Teachers of
Adults. The Jossey-Bass Higher and Adult Education Series.
Authors: Cranton, Patricia ;
Descriptors: Adult Educators; Adult Learning; Critical Thinking; Educational Change; Independent
Study; Inservice Teacher Education; Professional Continuing Education; Professional Development;
11
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Reflective Teaching; Teacher Characteristics; Teacher Improvement; Transformative Learning ;
Publication Date: 1996-00-00
Pages: 233
Abstract: This book draws on recent scholarship in adult education to provide practical ideas for
adult educators on how to stimulate and support their own development as educators and better
understand the process of professional development as adult learning. Chapter 1 provides an
overview of the diverse contexts within which educators work and the nature of professional
development in those contexts. Chapter 2 elaborates on specific strategies that are traditionally
used in professional development, considering each in terms of the type of knowledge it fosters and
its congruence with educators' practice. Chapter 3 describes educators' development in terms of
Candy's (1991) four facets of self-direction. Chapter 4 on critical reflection uses Brookfield's (1987)
components of critical thinking as a basis to discuss how educators' development can be critical in
nature. Chapter 5 applies Mezirow's (1991) theory of transformation to the development of adult
education practice. Chapter 6 uses Jung's (1971) psychological type theory to discuss the influence
of educators' characteristics on their work. Chapter 7 discusses working toward change in
organizations and institutions within the community of educators. Chapter 8 presents a model
depicting the influences on educators' development and educators' influences on their context and
culture. Chapter 9 provides strategies that developers can use in working with educators.
Appendixes include 223 references and an index.
20. Title: The Nature of Inquiry and Developing a Profession.
Authors: Case, Charles W ;.
Descriptors: Educational Innovation; Educational Research; Higher Education; Research Design;
Research Problems; Research Utilization; Teacher Education; Teacher Educators; Teacher Role;
Teachers ;
Publication Date: 1984-04-24
Pages: 6
Abstract: In order for education to evolve from a craft to a profession, a spirit of inquiry must be
infused into the beliefs and activities of education faculty members and practicing teachers. For
faculty members in professional schools, the responsibilities of teaching, research, and service
should be integrated activities for which inquiry serves as the guiding force. Colleges of education in
major research universities can provide the most favorable conditions for developing this
12
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
professional approach among teacher educators. Practicing teachers can be helped to become
more professional in their approach to teaching if research concepts and methods are redesigned to
account more fully for real world practice, if an effort is made to incorporate new knowledge into
practice more rapidly, and if research activities can be conducted more collegially, involving
practitioners in the process of inquiry.
21. Title: Towards a Theory of Teachers Becoming Teacher Educators.
Authors: Dinkelman, Todd ;
Descriptors: Case Studies; Educational Theories; Elementary Secondary Education; Higher
Education; Institutional Environment; Knowledge Base for Teaching; Preservice Teacher Education;
Teacher Competencies; Teacher Educators; Teacher Role ;
Publication Date: 2002-04-00
Pages: 32
Abstract: This research draws on the experiences of two new teacher educators to sketch the
beginning of a theory accounting for a process of transition from classroom teacher to teacher
educator. As these two educators negotiated the transition from the world of classroom teaching to
that of the university-based teacher educator, attention was focused on the knowledge bases they
employed in their decision making, the institutional/contextual challenges and supports they
experienced, and the extent to which their professional identities as teacher educators drew from
their time spent in school classrooms. The result is a set of four broad categories that establish a
framework for thinking about the move from teacher to teacher educator: shifting role identification,
institutional and cultural context, frames of understanding and knowledge, and the practice arena.
Twelve additional sub-categories are nested within these four "problematics of practice." Together,
these categories represent a starting point for further conversations about how teacher educators
develop their identities and professional expertise. (Contains 25 references.)
22. Title: Teacher Education: Considerations for a Knowledge Base Framework.
Authors: Tumposky, Nancy ;
Descriptors: Change Strategies; Creative Thinking; Critical Thinking; Curriculum Development;
Decision Making; Definitions; Educational Change; Higher Education; Language Teachers;
Literature Reviews; Problem Solving; Reflective Teaching; Second Languages; Teacher Education
13
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Programs; Values ;
Publication Date:1989-00-00
Pages: 16
Abstract: Traditionally, the knowledge base has been defined more as product than process and
has encompassed definitions, principles, values, and facts. Recent reforms in teaching and teacher
education have brought about efforts to redefine the knowledge base. The reconceptualized
knowledge base builds upon the earlier model but gives higher priority to reflective thinking, actively
exploring problems, and learning from experts. While furnishing a constructivist knowledge base for
such a vision is problematic, teacher educators might consider five areas of focus as a scaffolding
for reform: (1) autobiography, intended to increase awareness of oneself and one's beliefs; (2)
inquiry, an ongoing exploration of complex questions; (3) reflection, which draws on intuitive
knowledge to synthesize understandings into a new and fuller form; (4) critique, which sees teacher
educators and teachers as critical, even political, thinkers who consider decisions about content and
method to be value judgments, not just rational management decisions; and (5) community, the
development of jointly constructed, productive connections for sharing and overcoming problems.
As applications of some aspects of this newer view of the knowledge base, four commonly cited
problems for second language teacher education are discussed: fragmentation, tensions between
language-based coursework and courses in pedagogical and professional development, the theorypractice gap and the role of field experiences, and the tension between the training and
development of language teachers. (32 references)
23. Title: Towards a Caring Community: Modeling, Dialogue, Practice, and Confirmation.
Authors: Harris, Charlotte Matthews ;
Descriptors: Elementary Secondary Education; Higher Education; Inquiry; Preservice Teacher
Education; Reflective Teaching; Self Evaluation (Individuals); Student Empowerment; Teacher
Collaboration; Teacher Educators; Teacher Student Relationship ;
Publication Date: 2000-00-00
Pages: 22
Abstract: A teacher educator, engaged in ongoing practitioner inquiry to explore self as well as
program, examines her evolution as a teacher of teachers through reflection, systematic inquiry, and
collaboration. Relating autobiographically, she conjures up her professional stories and listens to her
voice in an effort to define and refine her role, reflect upon and adjust her practice, construct her
14
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
own professional knowledge, and enact her commitment to education feminism and transformative
pedagogy. Her perspective or vision is consistent with what Noddings (1994) describes as an ethic
of caring or relational ethics, and her practice is grounded in the power of community and relational
knowing. Through modeling, dialogue, practice, and confirmation, she seeks to create and maintain
a caring and empowering community of and for teachers, and to make education the practice of
freedom. The result has been self-actualization and empowerment for her students and herself.
24. Title: Learning from Cases and Bridging Some "Theory-Practice" Gaps.
Authors: Mizukami, Maria da Graca Nicoletti ;
Descriptors: Case Method (Teaching Technique); Case Studies; Elementary Secondary Education;
Faculty Development; Graduate Study; Higher Education; Knowledge Base for Teaching;
Pedagogical Content Knowledge; Preservice Teacher Education; Teacher Educators; Teaching
Methods; Theory Practice Relationship ;
Publication Date:2002-07-00
Pages: 21
Abstract: This study described the professional learning of teacher educators in graduate schools
which allowed, by the consideration of different pedagogical practices, the construction of bridges
between those practices and theories supporting them. It analyzed the effectiveness of teaching and
learning case studies in promoting teachers' personal learning processes, describing how case
studies and the case method facilitated understanding of the construction of teachers' pedagogical
content knowledge and the knowledge base for teaching. Data came from oral and written reports,
observations of small and large group discussions, and individual case studies. Analyzing cases
more directly connected to teaching practice. Preservice experience was central in participants'
discussions. Other elements that facilitated case comprehension included: the domain of specific
interest, integration between disciplines, school culture, personal variables, and peers. Teachers
considered professional learning a lifelong continuum. Some denied the existence of professional
learning during preservice education, asserting that learning related to the demands of practice.
Others noted the importance of such aspects of preservice education as learning to prepare
classes, guarantee student feedback, and understand the effect of teacher behavior on student
listening. Results suggest that the use of teaching cases has potential for revealing indicators
related to the knowledge base for teaching and nature and processes of construction of pedagogical
content knowledge.
15
Email: meyda@macam.ac.il
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
25. Title: Challenge for the 21st Century: Teacher Educator as Researcher.
Authors: Sitter, Janet P ;.
Descriptors: Classroom Research; Educational Researchers; Field Studies; Higher Education;
Preservice Teacher Education; Research Methodology; Student Teacher Relationship; Student
Teacher Supervisors; Student Teaching; Teacher Educators ;
Publication Date:1984-02-03
Pages: 12
Abstract: Imbalances existing between theoretical and practical research and between
experimental and naturalistic research can be corrected by teacher educators who conduct research
on what they are already doing as part of their professional assignments. These educators are
persons whose expertise typically includes several years in the classroom prior to their teacher
education work in higher education; they are in a unique position relative to the issues of theory and
practice. Reasons for looking to teacher educators to augment the level of research activity in
classrooms are based on the opportunity to link research and practice, to study teaching as it
naturally occurs, and to foster a healthy research attitude in the profession. A study in which a
teacher educator researched the student teaching experience (while functioning as the subjects'
university supervisor) demonstrates the feasibility of such research. Positive outcomes of this dual
role included: (1) easier entry into the field setting and relationship building; (2) positive effects of the
event and its participants; (3) negation of the "halo effect"; and (4) improved ability to carry out both
the role of researcher and university supervisor.
26. Title: Professional Development of Teacher Educators in Asynchronous Electronic Environment:
Challenges, Opportunities and Preliminary Insights from Practice
Authors: Holzer, Elie ;
Descriptors: Foreign Countries; Faculty Development; Teacher Educators; Reflective Teaching;
Computer Uses in Education; Teacher Collaboration; Cooperative Learning; Practicums ;
Journal Name: Educational Media International
Journal Citation: v41 n1 p51-58 Jan 2004
Pages: 8
16
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Abstract: This article draws from the professional literature of two distinct domains of research:
computer-based electronic learning and professional development in education. The present paper
addresses the recently recognized need for new conceptualizations of teaching in both fields.
Questions and dilemmas pertaining to collaborative learning and reflective practice are discussed,
with particular reference to the professional development of teacher educators in a conventional
graduate course. The article further offers a detailed description of the thinking and the pedagogical
innovations that a teacher of future teacher educators developed in an asynchronous electronic
learning setting .
27. Title: Learning To Walk the Walk: Teacher Educators' Use of Constructivist Epistemology in
Their Own Practice.
Authors: Brindley, Roger ;
Descriptors: Constructivism (Learning); Early Childhood Education; Epistemology; Higher
Education; Preservice Teacher Education; Teacher Behavior; Teacher Educators; Teaching
Methods ;
Journal Name: Professional Educator
Journal Citation: v22 n2 p1-14 Spr 2000
Abstract: Investigated the teaching behaviors of 11 teacher educators working with early childhood
education student teachers. Participants provided course syllabi and written descriptions of activities
and assignments, then completed interviews. Most instructors philosophically aligned with
constructivist epistemology, though few discussed constructivist theory explicitly in class or with
colleagues. Constructivist tenets were instead reflected in classroom pedagogy and interactions with
students.
28. Title: Empowering Beginning Student Teachers: Implications for Teacher Educators.
Authors: Sumsion, Jennifer ;
Descriptors: Case Studies; Early Childhood Education; Foreign Countries; Higher Education;
Personal Autonomy; Preservice Teacher Education; Professional Development; Student
Development; Student Responsibility; Student Teacher Attitudes; Student Teachers; Teacher
Education Programs; Teacher Educators; Teacher Responsibility ;
Publication Date:1994-07-00
17
Email: meyda@macam.ac.il
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61484 ‫ ת"א מיקוד‬48538 ‫ ת"ד‬:‫מען למכתבים‬
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‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬
Pages: 20
Abstract: Empowerment implies that student teachers become more confident and autonomous
learners, with more responsibility for, and control over, their learning. Traditionally, student teachers
have been a disempowered group, as teacher educators have tended to emphasize the voice of
experts rather than novices and the voice of theory rather than practice. Twelve student teachers in
the Bachelor of Education (Early Childhood) program at Macquarie University (New South Wales,
Australia) described reactions to the first year of their preservice program. Reactions were analyzed
using M. Belenky et al.'s metaphor of voice as an indicator of empowerment, with five broad
epistemological perspectives: silence (denial of voice), received knowledge (reliance on voices of
external authorities), subjective knowledge (tuning into one's intuitive voice), procedural knowledge
(faith in the voice of reason), and constructed knowledge (integration of voices). The voices of the
student teachers varied enormously in their perception of their ability to take responsibility for their
learning. These voices must be heard. Yet, simply listening will not be enough. Teacher educators
must reconsider their practices in light of what student teachers are saying. Unless teacher
educators are prepared to reconceptualize their roles and expectations, there is little likelihood that
preservice programs will lead to development of autonomous, empowered, and reflective student
teachers able to cope with the complexities of teaching. (Contains 34 references.)
18
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61484 ‫ ת"א מיקוד‬48538 ‫ ת"ד‬:‫מען למכתבים‬
03-6901449 '‫ פקס‬03-6901450 '‫טל‬
‫ ת"א‬,‫ קרית החינוך‬3 ‫רח' שושנה פרסיץ‬