Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany

Page, Tina M.

doi:10.1080/02607476.2015.1011900

Cited by 26 publications

(13 citation statements)

References 21 publications

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“…This system has recently attracted renewed interest among politicians, researchers, and teachers around the world because students' academic performance has been evaluated by international large scale assessments. (Areepattamannil & Caleon, 2013;Page, 2015). As a result, many organizations and leaders, including then-U.S. President Obama, have praised Korea for its successful educational system.…”

Section: Context Of Investigation: South Koreamentioning

confidence: 99%

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Kwak

2017

IRRODL

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Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education. In the meantime, South Korean education has been attracting a lot of interest around the world. Former U.S. President Obama's comments about South Korean education might also be caused by South Korean students' academic performance evaluated by international large-scale assessments such as the Program for International Student Assessment (PISA). This article uses an ethnographic perspective to explore the experiences of teachers and students in the Korean context. The analysis of the findings shows how teachers adopt and adapt OER for their 12 th grade (the final year of secondary school) Korean language arts classes. Through classroom observations, interviews, and questionnaires, this exploration revealed that nearly 92% of the students perceived OER as beneficial to their studies and that teachers were spurred on to orchestrate differentiated instructional plans by OER. We argue that there is significant value to using OER in the formal educational curriculum, but that a lack of knowledge of how to adapt OER restricts how their potential is realized in practice. We identify implications for maximizing OER adaptation and successful usage of OER in K-12 education.

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Section: Context Of Investigation: South Koreamentioning

confidence: 99%

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Kwak

2017

IRRODL

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“…Important further contextual pressures in and beyond the UK are provided by performance pressures -in the UK related to professional standards in schools (Page 2015) and the inspection of ITE by the schools inspection body, Ofsted (2016). Nevertheless, some teacher education programmes have given research a central place, with students being systematically trained in action research or research-rich reflective practice -as in the Oxford internship scheme in the UK (McIntyre et al 1994, see also Ellis 2010) or the ACE scheme in Israel (Back 2012, p 175-179).…”

Section: Initial Teacher Educationmentioning

confidence: 99%

Curiosity killed the SAT: The role of research in redirecting performativity in initial teacher education

Stern

2018

Research in Education

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Some see research as an esoteric, other-worldly, practice only to be completed by those unable to do anything ‘real’. Others – including some academics working in universities – see it as ‘just another thing to do’, a burden on already overworked staff, used as an excuse to set even more performance goals. Within initial teacher education, the challenges of research are often exacerbated by the performance and audit pressures related to professional standards. Nevertheless, some teacher education programmes have given research a central place, with students being systematically trained in action research or research-rich reflective practice – as in the Oxford internship scheme in the UK or the ACE scheme in Israel. Other programmes are described as ‘research-informed’, or as ‘drawing on’ (rather than participating in) research. But debates on the relationship between research and teacher education have rarely portrayed the direct link between academic staff, students of initial teacher education, and school pupils, as researchers. This chapter links the activities of all three groups, through the process of research. It focuses on the virtue of curiosity: the drive to discover, to make sense of the world, common to all people. Teacher education that is driven by curiosity will in turn be modelling the curiosity to be promoted in schools. Encouraging curiosity is a way of undermining or redirecting the performativity so well represented by chasing exam results, such as the UK's SATs (Standard Assessment Tests for 7-, 11- and 14-year-olds) or the USA's SAT (Scholastic Assessment Tests for 18-year-olds). Hence, curiosity can be used in such a way as to kill the power of SATs and other external performance-drivers, and can help return teacher education to a more holistic and virtuous practice.

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“…Since the beginning of the 21st century, school effectiveness research has been increasingly dominating the evidence base informing education policies (Larsen, 2010 [22] ). This strand of research identifies teacher effectiveness as the key element of education systems (Barber and Mourshed, 2007 [23] ; Darling-Hammond, Wei and Andree, 2010 [3] ; DarlingHammond, 2000 [24] ), a discourse which is spread through national policies and international organisations such as the OECD (OECD, 2005 [25] ). As a result, the selection, training and retention of high-quality teachers have become a major concern, and one of the operational solutions in many countries was introducing standards.…”

Section: What Is At Stake?mentioning

confidence: 99%

What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

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Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany

Cited by 26 publications

References 21 publications

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Curiosity killed the SAT: The role of research in redirecting performativity in initial teacher education

What difference do standards make to educating teachers?

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