Teacher education and professionalism research: theoretical framework and empirical evidence

Author(s):

Angelika PasekaWiel VeugelersDennis ShirleySANCHO JUANA MFernando HernándezIlse Schrittesser

Conference:

ECER 2009

Network:

1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Symposium

Session Information

01 SES 01 A, Teacher education and professionalism research: theoretical framework and empirical evidence

Symposium

Time:

2009-09-28

09:15-10:45

Room:

NIG, HS I

Chair:

Angelika Paseka

Discussant:

Fernando Hernández

Contribution

The symposium aims at conceptualizing the development of professionalism in teaching with a focus on international developments. In the context of international research on professionalism and the quality of teaching the authors present their specific models and current research results.

Method

In the symposium different research methods will be presented to analyse teacher professionalism: interviews with participating teachers, focus group discussions, teachers’ journals and classroom observations (presentation 1), memory work in the tradition of Frigga Haug (presentation 2), action-research through a systematic documentation of processes and results (presentation 3), books in which participating teachers and school-leaders in a network wrote about their professional life and educational change in and out the network as examples of teachers’ action research (presentation 4).

Expected Outcomes

The idea of the symposium is to establish a multi-perspective discourse and exchange of concepts and methods for analyzing teacher professionalism. Strengths and weaknesses of the presented theoretical approaches and research methods will be discussed from various points of view. The aim is to widen the perspectives as well as to sharpen the respective approach and position.

References

Paseka, A.; Schrittesser, I. (2007): Lehrer/in-Sein neu fassen und in die Praxis bringen. In: Erziehung & Unterricht 9-10, 899-906. Schratz, Michael; Schrittesser, Ilse; Forthuber, Peter; Pahr, Gerhard; Paseka, Angelika; Seel, Andrea (2008): Domänen von Lehrer/innenprofessionalität: Rahmen einer kompetenzorientierten Lehrer/innen/bildung. In: Kraler, Christian; Schratz, Michael (Hg.): Wissen erwerben, Kompetenzen entwickeln. Modelle zur kompetenzorientierten Lehrerbildung. Münster: Waxmann, 123-138. Sancho, J. M. (2007) : La formación de quienes forman al profesorado. Cuadernos de Pedagogía, 374, 58-61. Sancho, J. M.; Sánchez, J. A.; Muntadas, M.; Sánchez, C. (2008) : Universidad de Barcelona (UB). In : Gewerc, A. (Ed.) : Modelos de enseñanza y aprendizaje presentes en los usos de plataformas de e-learning en universidades españolas y propuestas de desarrollo, 119-142. Madrid: Secretaría de Estado de Universidades e Investigación Programa de Estudios y Análisis. http://www.cecace.org/docs/PEA-EA2007-0046.pdf Sancho, J.M. ; Hernández, F. (1993): Quiénes son y qué piensan los formadores. Cuadernos de Pedagogía, 220, 91-94. Con F. Hernández. Shirley, Dennis; MacDonald, Elizabeth (2009): The Mindful Teacher: Bringing Contemplative Practices to Practitioner Inquiry. Teachers College Press. Veugelers, W.; O’Hair, M. J. (Eds.) (2005): Network learning for educational change. Buckingham: Open University Press. Veugelers, W.; Zijlstra, H. (2004): Networks of Schools and Constructing Citizenship in Secondary Education. In: Hernandez, F.; Goodson, I.F. (eds.) Social Geographies of Educational Change. Kluwer/Springer Publishers, 65-78.

Author Information

Angelika Paseka

Pädagogische Hochschule Wien / University College of Teacher Education Vienna

Institut für Ausbildung

Vienna

Wiel Veugelers

University for Humanistics

Education

Naarden

157

Dennis Shirley

Boston College

Curriculum and Instruction

Lexington

220

SANCHO JUANA M

Universitat de Barcelona

Didàctica i Organitzativa Educativa

BARCELONA

Fernando Hernández

University of Barcelona

Art Education

Barcelona

Ilse Schrittesser

University of Vienna