Preparing (Pseudo) Professional

Back, Shlomo

doi:10.1007/978-94-6091-852-0_6

Cited by 2 publications

(3 citation statements)

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“…The possibilities of developing professional competence of working teachers and improving methods and means of formation of professional competence of future teachers have been studied by scientists worldwide. Recently, there was a discussion in America about the Manifesto "Teachers we need and how to get more of them" [3]. A program for professional development of teachers focused on the community of teachers of mathematics has been developed in Korea.…”

Section: Discussionmentioning

confidence: 99%

“…We know from the literature [2] that American schools of professional development are innovative institutions created through partnerships between colleges of education of universities and secondary schools of various levels. In the School of Professional Development, as a partner of the university (the center of theory) and the general education school (center of practice), the program of practical training of future teachers is developed and implemented jointly with teachers of the college of education and teachers of schools [2][3][4][5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

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Opportunities for Method Competence Development of Mathematics Teachers: The Role of Participation in Competitions with Colleagues

Матяш¹,

Mykhailenko²

2020

ujer

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The article contains explanations of the importance of developing the competence of teachers with teaching mathematics and introduces the idea of constructive approximation of the methodical activity of school teachers and lecturers of pedagogical universities. It describes certain features of the Ukrainian system of methodical training of future mathematics teachers at pedagogical universities. The objective of the study is to experimentally discover the influence of teachersp articipation in special geometry teaching competitions on the methodological development of practicing and future mathematics teachers. For the purposes of the study, the Vinnytsia State Pedagogical University hosted a competition of geometry teaching methodological findings for practicing teachers and a methodological skills contest for future math teachers in 2017, 2018, and 2019. We surveyed 32 participants of the above competitions. Practicing math teachers have laid stress upon the high quality of discussions on current problems of teaching geometry, new opportunities to share the experience gained, the high level of expertise and recognition of their own ideas about teaching geometry within the cooperation with the Pedagogical University organized by us. Future mathematics teachers have indicated the growing interest in future methodical activities at school, decided upon their own own aspirations for methodological development. The main conclusions: the educational environment for training the future mathematics teachers at the university should promptly respond to the new requirements for methodical performance of a teacher of the modern school; future math teachers have more opportunities for methodological development in specially created conditions of communication with experienced practicing teachers; practicing math teachers have more opportunities for methodological self-development in the process of active discussion of methodological issues with future teachers, lecturers of pedagogical universities, and scientists in the field of mathematics teaching methodology. We bring your attention to topicality of the problem of math teachers' creative approach to teaching, their willingness to comprehend, analyze and adopt innovations.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Opportunities for Method Competence Development of Mathematics Teachers: The Role of Participation in Competitions with Colleagues

Матяш¹,

Mykhailenko²

2020

ujer

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“…While accountability specifically can indeed be tied to neoliberal discourses, it can also be attached to many other discourses. Back (2012) connects the language of accountability and efficiency in National Council of Teacher Quality (NCTQ) documents to instrumental rationality and not to neoliberalism. Instrumental-technocratic rationality is a discourse that clearly predates and is distinct from neoliberalism (Weber, Roth, & Wittich, 1978).…”

Section: Indiscriminate Application Of the Neoliberal Labelmentioning

confidence: 99%

Contours of neoliberalism in US empirical educational research

2017

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Neoliberalism has an enormous influence on P-12 education in most industrial societies. In this integrative, theoretical literature review, we surveyed the journal articles on neoliberalism in US-based educational research to better understand how neoliberalism has been conceptualized in this body of work and to offer implications for future research on neoliberalism and education. We drew on Foucauldian discourse theories to conduct an analysis of peerreviewed studies of American P-12 contexts to consider how researchers' depictions of neoliberalism have shaped the discourse of neoliberalism in education and contributed to particular ways of thinking and responding to neoliberalism in the U.S. The resulting analysis describes the topics addressed in the data, the definitions of neoliberalism presented across the studies, the application of neoliberalism to phenomena, and the depth of attention to neoliberalism in the research. The authors contend that future research must consider and document how historically situated and contradictory elements of a "rascal" discourse like neoliberalism interacts with existing discourses to impact life in ways that subjugate but may also create recuperative spaces for hope and creative resignification.

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Preparing (Pseudo) Professional

Cited by 2 publications

References 0 publications

Opportunities for Method Competence Development of Mathematics Teachers: The Role of Participation in Competitions with Colleagues

Opportunities for Method Competence Development of Mathematics Teachers: The Role of Participation in Competitions with Colleagues

Contours of neoliberalism in US empirical educational research

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