00 SES 02, Teachers and Teacher Education: What counts most in challenging times?
The session focuses on the link between teachers and teacher education and it places in the centre the issue of the quality of teachers over a career and the quality of teacher education in challenging times. The session aims at being a forum to present, discuss and disseminate latest research findings which contribute to knowledge and the formation of theory in the field of teaching as a profession and teacher education in Europe.
The contributors to the session critically examine an issue of responsibility for the education and aim to answer the following questions:
- What are the key elements of being a teacher in challenging times?
- How is teacher quality and teacher education quality understood in various contexts?
- What counts most in teacher quality and teacher education quality in challenging times?
Hannele Niemi in her presentation “For Better Quality: Teacher education and teachers’ work in the educational ecosystems”focuses on the influences of macro level factors of the educational ecosystem, institutional structures and social practices of mid-level parts of ecosystems on teacher education and teachers’ work. She also reflects on how these macro- and middle level ecosystem relationships have consequences on learning opportunities of individual learners.
Brian Hudson in the paper entitled: „On the need for teachers with powerful professional knowledge of high epistemic quality in the 21st century classroom” takes as a starting point in the argument by Biesta (2017) that teaching needs to be understood and reconnected with the emancipatory ambitions of education. He draws on the arguments by Young (2014) on his “Three Futures” approach to thinking about the curriculum. His presentation draws on work by the Research Group on Subject-Specific Education (ROSE) at Karlstad University on powerful knowledge and transformation processes across school subjects (Gericke et al., 2018), on epistemic quality and powerful knowledge (Hudson, 2018) and also, with collaborating partners drawing on Furlong and Whitty (2017), on powerful professional knowledge in teacher education (Brooks and Tani, 2018).
Maria Assunção Flores focuses on the theme: „Unpacking Teacher Quality: Issues of Professionalism and Leadership”. She aims: i) to identify and contrast the ways in which teacher quality has been defined internationally; ii) to analyse (and deconstruct) the term quality drawing upon empirical evidence from diverse stakeholders. She argues that in many contexts teacher quality has been associated with a rather narrow view which has been related to standards, performativity and managerialism. However, it is also possible to identify more comprehensive understandings of teacher quality which take into account contextual, professional and political, and personal dimensions.
The next three papers presented by Bjorn Astrand „Changing notions of teaching and teacher education“, Marco Snoek „The teaching profession as a continuum and it implications for teachers, schools and teacher education“, and Joanna Madalińska-Michalak „What counts most in teacher quality and teacher education quality in challenging times?“ deals with i) improvement of schooling through systemic models for development of teaching during teachers careers, ii) notions on the relationship between teaching as a profession, research and teaching excellence, iii) the notion of the teaching profession as a continuum of professional development, spanning both initial teacher education, induction and a phase of lifelong professional development, and iv) notion of responsiblity for high quality education.
The session encourages collaboration amongst educational researchers from various European countries, who represent their own institutions and serve as leaders of such organisations as ISATT, WERA and TEPE. The session raising the issue of teacher quality and quality of teacher education, can be significant at least for the following Networks: Network 1., Network 9., Network 10., and Network 27.
Biesta, G. J. J. (2017). The Rediscovery of Teaching. London and New York. Biesta, G. J. J. (2010). Good education in an age of measurement: Ethics, politics, democracy. Boulder, CO. Brooks, C. and Tani, S. (2018). Epistemic Quality, Powerful Professional Knowledge and Teacher Education, European Conference on Educational Research (ECER 2018), Free University of Bolzano, September 2018 (Under review). Council of the European Union (2014). Council conclusions of 20 May 2014 on effective teacher education. Official Journal of the European Union 14.6.2014, C 183/22–24. European Commission/EACEA/Eurydice (2018). Teaching Careers in Europe: Access, Progression and Support. Eurydice Report. Luxembourg. European Commission (2013a). Study on Policy Measures to Improve the Attractiveness of the Teaching Profession in Europe, Vol. I. European Commission (2013b). Study on Policy Measures to Improve the Attractiveness of the Teaching Profession in Europe, Vol. II. Furlong, J. and Whitty, G. (2017). Knowledge and the Study of Education. Oxford. Gericke, N., Hudson, B., Olin-Scheller, C. and Stolare, M. (2018). Powerful knowledge and transformation processes across school subjects, ECER 2018, (Under review). Hudson, B. (2018). Epistemic Quality and Powerful Knowledge in School Mathematics, ECER 2018, (Under review). Lee, O.W.& Tan, J, P-L, (2018). The new roles for Twenty-First-century teachers: Facilitator, Knowledge Broker, and Pedagogical Weaver. In H. Niemi, A. Kallioniemi, A. Toom & J. Lavonen (Eds.) The Teacher’s Role in the Changing World. Rotterdam. Lyche, C. (2010). Taking on the Completion Challenge: A Literature Review on Policies to Prevent Dropout and Early School Leaving. OECD Education Working Papers, No. 53, Paris. Niemi, H. (2016). Building Partnerships in an educational ecosystem: Editorial. CEPS Journal, 6 (3), 5-15. Madalińska-Michalak, J., Niemi, H., Chong. S. (Eds.) (2012). Teacher Education: Research, Policy and Practice. Lodz. OECD (2009). Creating Effective Teaching and Learning Environments. First Results from TALIS. Paris. OECD (2012). Equity and quality in education: supporting disadvantaged students and schools. Paris. UNESCO (2014) Teaching and learning: Achieving quality for all. Teaching and learning: Achieving quality for all. UNESCO Publishing. UNICEF (2013). Identifying and Promoting Good Practice in Equity and Child-Friendly Education. New York. Young, M. (2014). Why start with the curriculum? In Young, M. and Lambert, D. with Roberts, C. and Roberts, M. (Eds.) Knowledge and the Future School: Curriculum and Social Justice. London. Young, M. (2009). Education, globalization and the ‘voice of knowledge’. Journal of Education and Work, 22, 193–204.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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