Images of the desired teacher in practicum observation protocols

Abstract

'Good teaching' remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.

Proceedings. Rangahau: Te Mana o te Mahi Kotahitanga / Research: The Power of Collaboration. Unitec/MIT Research Symposium 2022, December 8 and 9

“…(p. 156) Dayan's (2008) words are a reminder that the VL is also a reflective practitioner, and that collaborative dialogue and reflection is an important means of co-constructing new understandings about this role, and developing professional knowledge and practice. These ideas align with the theoretical foundation of the new practicum, which Proceedings: Unitec/MIT Research Symposium 2022 is more strongly grounded in socio-cultural theory that asserts that people learn from each other and from the shared language they develop (Christiansen et al, 2021;Huann-shyang et al, 2013).…”

Configuring the landscape of research on problem-solving in mathematics teacher education

“…We have briefly touched upon the issue of how PSTs are positioned as in need of changing beliefs and attitudes. The research field may want to engage such assumptions more critically, and reflect on the desired teacher projected in research, policy, and practice (see also Christiansen et al, 2021). This review also points to concerns regarding research design and trustworthiness.…”

Matematikundervisningens sociopolitiska utmaningar

“…Mätningarna fokuserar elevers resultat, men det medför att lärare görs ansvariga för att förbättra elevernas resultat. Bilden av den effektive läraren, läraren vars elever når kunskapsmålen, återfanns i en analys av kriterier från lärarutbildningar (Christansen, Österling & Skog, 2021). Den effektiva, måluppfyllande läraren är inte bara en återspegling av maktens förväntningar, utan den förskjuter och förändrar bilden av den gode läraren inom själva lärarutbildningen.…”