Teacher education for a democratic society in England and South Africa

Harber, Clive; Serf, Jeff

doi:10.1016/j.tate.2006.04.018

Cited by 44 publications

(33 citation statements)

References 10 publications

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“…He observed that: 'Nowhere are moral, ethical or value goals of teacher training at university level mentioned' (quoted in Katz, 1996, p. 411). Three decades later, and two decades after the Education Act of 1988 and the introduction of the National Curriculum for England, research by Harber & Serf (2006) suggests that student teachers in England are still illprepared to tackle difficult and controversial issues. From a comparative study based in the United Kingdom and South Africa, they argue that student experience does not reflect the claims made by teacher educators in relation to the prominence and delivery of education for democratic citizenship (including issues relating to gender, sexual orientation and 'race').…”

Section: Literature Overviewmentioning

confidence: 99%

Controversial Issues: Identifying the Concerns and Priorities of Student Teachers

Woolley

2011

Policy Futures in Education

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The theoretical framework of this article considers the significant place of education in the socialisation and enculturation of children. This requires that student teachers develop critical pedagogies as a means of promoting equity, pupil voice and democratic structures in schools. Key to this is Cole's concept of 'isms' and 'phobias', and the need to prepare student teachers to address them, and to evaluate both formal and hidden curricula. This article outlines the findings of a small-scale study that explored student teachers' views on elements of issues-based education, the content of their training courses, and their personal priorities and apprehensions. It involved student teachers in eight universities in England during 2008-09. This article outlines the full range of responses to the survey and students' reasons for their priorities. The findings provide a context for providers of initial teacher education to consider the content and focus of their programmes.

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Section: Literature Overviewmentioning

confidence: 99%

Controversial Issues: Identifying the Concerns and Priorities of Student Teachers

Woolley

2011

Policy Futures in Education

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“…The inspectorial role of classroom observation in such a context is to check that teachers are performing at least at a minimum level of competence (Kennedy 2007). This has the effect of squeezing out more democratic, collaborative and alternative visions of what it means to be a teacher (Harber and Serf 2006). Models of Continuing Professional Development are an even more complex arena of competing definitions, serving different interests (Coffield 2000), including social control in times of work conflict, through to self-actualisation by personal growth.…”

Section: Continuing Professional Development and Inspection Frameworkmentioning

confidence: 99%

Sustained classroom observation: what does it reveal about changing teaching practices?

Lawson

2011

Journal of Further and Higher Education

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In the context of the tension between classroom observation as a form of empowerment and as an instrument of control, the partnership between three 16-19Colleges and a University School of Education in delivering a programme of sustained observation over eight years is explicated. Drawing on the literature about Continuing Professional Development and the use of classroom observation as a developmental and inspection tool, the principles and processes that underpin the Programme are explained. Content analysis of 924 reports of classroom observations is undertaken to establish two areas where changes in practice can be relatively easily achieved and two areas that are more resistant.

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“…Reformers could argue that democratization of teacher education and schools is based on the provision of the ethics and civics education course, which TESO satisfies, though empirical evidence on the effectiveness of this course is yet to emerge. However, developing democratic values among teacher educators and teachers calls for an active participation of teacher educators and students in decision making processes (Harber and Serf 2006). Rainer and Guyton (1999) also stated that empowerment of teacher educators, students, and all involved in the teaching and learning processes and professional activities that foster democratic experiences are manifestations of democratic teacher education.…”

Section: Teso's Conceptual Orientations: Discrepancies and Gapsmentioning

confidence: 99%

Reflections on the Teacher Education System Overhaul (TESO) program in Ethiopia: Promises, pitfalls, and propositions

Mekonnen

2008

J Educ Change

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In 2003 the Ethiopian education system experienced wide-ranging reform that touches every aspect of the system. This reform is called TESO (Teacher Education System Overhaul). Designed to address educational problems in Ethiopia, TESO introduced significant structural changes and promised to bring a 'paradigm shift' in the Ethiopian educational system by engaging teacher education in changing society and promoting democratic, practical, and problem-solving education. This paper examines, through an analysis of the TESO document and an examination of the views of teacher educators, TESO's assumptions, mission and the coherence among the various components of TESO. It also reveals gaps and discrepancies between TESO's mission, its reform process, and strategies. The promise and assumptions of TESO are challenged by considering extant realities in Ethiopian schools and evidence from literature on effective teacher education programs and educational reform. The paper reflects on how, by giving priority to equity, TESO compromises on some elements of effective teacher education programs. It is indicated that TESO has been a welcome addition to the Ethiopian education system as it addresses elements that had previously been missing from the system, such as, outlining directions to teacher education, devoting longer duration for practicum, and heeding seriously to the professional preparation of teachers. At the same time, it is contended that the imbalance among program components, its permeability to ill-prepared students and the contradiction between program rhetoric and strategy and reform processes, as described by teacher educators, could be stumbling blocks which prevent TESO from fulfilling its promises.

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Teacher education for a democratic society in England and South Africa

Cited by 44 publications

References 10 publications

Controversial Issues: Identifying the Concerns and Priorities of Student Teachers

Controversial Issues: Identifying the Concerns and Priorities of Student Teachers

Sustained classroom observation: what does it reveal about changing teaching practices?

Reflections on the Teacher Education System Overhaul (TESO) program in Ethiopia: Promises, pitfalls, and propositions

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