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Teacher Education and Globalisation

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Teacher Education and Globalisation

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A lecture about what teacher education is, what teacher education policy looks like, and some lenses for analysing teacher education policy. With a focus upon globalisation and new public management. Five case studies of teacher education policy make up the heart of the talk.

A lecture about what teacher education is, what teacher education policy looks like, and some lenses for analysing teacher education policy. With a focus upon globalisation and new public management. Five case studies of teacher education policy make up the heart of the talk.

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Teacher Education and Globalisation

  1. 1. Teacher education and globalisation Dr Nick Kelly Senior Research Fellow, Queensland University of Technology, Australia Science & Engineering Faculty and Faculty of Education Adjunct Senior Lecturer, Digital Life Lab, Australia nick.kelly@qut.edu.au | www.nickkellyresearch.com | scholar profile
  2. 2. Aims 1. What is teacher education? 2. Teacher education policy 3. Teacher education & globalisation
  3. 3. Perspectives on teacher education policy • Policy & comparison between systems • NPM and accountability • Globalisation & IOs • Equity
  4. 4. What is teacher education? • What do teachers need to know… • …to enter a classroom? • …to be at the top of their profession? • How do they learn it? (How do we know they’ve learned it?)
  5. 5. What is teacher education? Formal study Entry into profession Continuing education -Entry -Completion -Certification -Job seeking -Support -Standards
  6. 6. Elements of teacher education • Foundations • Philosophy, history, psychology, sociology • Pedagogy, subject content, technology, literacy, etc. • Practice • Competence & competence in the classroom • Reflective practice, collegiality, etc. • Pragmatics • Compliance, registration, laws, organisations, etc.
  7. 7. • “The weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none” • “Extended clinical preparation interwoven with coursework on learning and teaching produces teachers who are both more effective and more likely to enter and stay in teaching” • “Development of teachers’ abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom” (Darling-Hammond, 2000)
  8. 8. Teacher education policy Formal study Entry into profession Continuing education -Entry -Completion -Certification (of teachers) -Job seeking -Support -Standards Certification (of ITE programs) Curriculum development Funding for TPD
  9. 9. • Social, cultural, historical context • Policy, regulation, economy • Professional norms • School characteristics • Systemic support structures • Personal & professional networks • Individual psychology social individual
  10. 10. Policy case studies (Australian) 1. Literacy & numeracy tests for teachers 2. Australian Professional Standards for Teachers 3. NAPLAN/PISA 4. A new syllabus: Digital Technologies 5. “Teach for Australia” (or for America or for the UK)
  11. 11. NAPLAN/PISA • Impact on… • Curriculum • Classroom time • Teacher education • Autonomy • School identity • Social perception of education • Teachers’ basic psychological needs
  12. 12. New public management “Professionals in schools have lost control of the field of judgment in regard to their practice, which has passed instead to the test constructors and system leaders, and the not-for-profits and edubusinesses that are often involved in test construction, information management, and data analysis” (Lingard, Sellar & Lewis, 2017)
  13. 13. Diversity • Who teaches? • Australian Indigenous representation • 1.2% of teachers • 4.9% of population (2012) https://www.nytimes.com/2017/04/15/opinion/sunday/th e-real-reason-black-kids-benefit-from-black- teachers.html
  14. 14. Equity • Human geography • “The least well-prepared recruits are disproportionately assigned to teach the least advantaged students in high minority and low-income schools” (Darling-Hammond, 2000) • Extrinsic motivation?
  15. 15. Summary 1. Aims of teacher education 2. How policy is used 3. Ways to analyse policy
  16. 16. References & related reading • Darling-Hammond, L. (2000). How teacher education matters, Journal of Teacher Education, Vol. 51, No. 3 • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European Journal of Teacher Education, 40(3), 291-309. • Goertz, Margaret E. & Ekstrom, Ruth B. & Coley, Richard J. & Educational Testing Service. Division of Education Policy Research and Services. & National Institute of Education (U.S.). (1984). The impact of state policy on entrance into the teaching profession final report. Princeton, N.J : Division of Education Policy Research and Services, Educational Testing Service • Kelly, N., & Fogarty, R. (2015). An integrated approach to attracting and retaining teachers in rural and remote parts of Australia. Journal of Economic & Social Policy, 17(2), 1. • Lingard, B., Sellar, S., Lewis, S. (2017). Accountabilities in Schools and School Systems. Oxford Research Encyclopedia of Education. Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.7 • Verger, A., Novelli, M., & Altinyelken, H. K. (2012). Global education policy and international development: An introductory framework. Global education policy and international development: New agendas, issues and policies, 3-32.

Editor's Notes

  • Overview of the outcomes from today’s lecture, where:
    Is about foundations to get a sense of what ITE involves
    Is about the kinds of policies that govern ITE
    Is about perspectives for analysing and thinking about those policies
  • Talk about how we can use all of the perspectives that you’ve been developing over the past months to apply them to this specific context of teacher education
  • Use this to give them a sense of:
    The kinds of things that matter to teacher education
    That there is a huge amount of research into teacher education
  • An overview of how policy affects teacher education at all levels

    Spend a lot of time here talking about examples
  • Talk about the idea that we can come at this from multiple perspectives
    Teachers can be viewed as “HR units to be deployed” and a uniform “workforce” to be managed by numbers
    Teachers as people with basic psychological needs
    The diversity of backgrounds of teachers
    Diversity of contexts within which teachers work
  • Talk about Michael Sandel and the economic basis of
  • The far-reaching implications of the shift that is occurring
  • Overview of the outcomes from today’s lecture, where:
    Is about foundations to get a sense of what ITE involves
    Is about the kinds of policies that govern ITE
    Is about perspectives for analysing and thinking about those policies
  • ×