Teacher prep 3.0: a vision for teacher education to impact social transformation

Kretchmar, Kerry; Zeichner, Ken

doi:10.4324/9781351201759-5

Cited by 26 publications

(49 citation statements)

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“…In an ideal teacher preparation program, there is no separation between teacher candidates' seminars and their field experiences. Teacher preparation programs that consciously and specifically locate teacher preparation within schools and communities allow teacher candidates to see their roles as teachers fully entwined with the goals of a community and school (Kretchmar & Zeichner, 2016). However, until more teacher preparation programs make the change to more embedded preparation, we can work to unite theory and practice within the existing structure of our universities.…”

Section: Resultsmentioning

confidence: 99%

Facilitating Discussion of Theory and Practice in Education Seminars

Herrmann¹,

Gallo²

2018

Networks: An Online Journal for Teacher Research

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Field experience seminars, discussion-based courses paired with school-based practicum experiences, provide a space for teacher candidates to discuss the theories they study in their university classes and the practices they observe and implement in their school placements. This article describes an action research study that examines teaching techniques that promote discussion in English education seminar courses. The purpose of this research was to collaboratively develop teaching approaches that would help teacher candidates bridge ideas about theory and practice in their development as aspiring teachers. The conversations that challenged the teacher candidates to think critically and theoretically about their classrooms were transformative moments in our seminar classes.

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Section: Resultsmentioning

confidence: 99%

Facilitating Discussion of Theory and Practice in Education Seminars

Herrmann¹,

Gallo²

2018

Networks: An Online Journal for Teacher Research

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“…Firstly, the discursive representation of tutors’ motivations and competence raises interesting questions about tutors as an expanding educational workforce. There has been considerable debate in education policy and research about how best to train teachers, and in recent years the pendulum has swung away from the dominance of higher education institutions, which are seen to provide research‐based learning, towards schools, which can provide practical preparation in a context where teaching is increasingly presented as a craft or technical skill (Edmond & Hayler, ; Kretchmar & Zeichner, ; Mutton et al ., ). To this picture we now need to add the figure of the tutor.…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, the underpinning argument of some manuals is that qualifications and training are not required; rather, the ability to tutor is a talent that some people simply possess. In this way, these manuals bypass the need for academic learning about educational theory, and the need for supervised practise, seen in teaching qualifications (Kretchmar & Zeichner, ; Mutton et al ., ), while nevertheless representing tutors as professional workers doing socially valued work. The unfettered private‐tuition market has produced an expanding educational workforce who are often driven to seek work in this flourishing sector by their own economic precarity, and who—without any mandatory training—are involved in the education of school‐aged children in the UK and the USA.…”

Section: Discussionmentioning

confidence: 99%

“…The arguments propounded to justify this position vary from conciliatory to confrontational, but what underpins them is a belief that the ability to tutor is a natural talent. Unlike teaching, which in recent years has seen a swing away from university‐based training that combines educational theory and practice, towards the development of teaching craft and technical competence in US and UK schools (Kretchmar & Zeichner, ; Mutton et al ., ), proficiency in tutoring is seen to stem from personality traits rather than processes of skills’ acquisition:

A teaching certificate or Master's Degree is not required to be a tutor… In fact, there are several qualities that are excellent to have before starting your own tutoring business & they aren't learned in a classroom… Empathy for your students, knowledge of the subject, enthusiasm and overall friendliness are extremely important qualities in a teacher! I believe that anyone with these qualities will make a VERY successful tutor.…”

Section: Representations Of Private Tuition In Business Manualsmentioning

confidence: 99%

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Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals

Holloway

Pimlott‐Wilson

2019

British Educational Res J

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Education researchers have explored the marketisation of schools resulting from neoliberal education policy, but little attention has been paid to supplementary education markets. Supplementary education services, such as private tuition, are delivered outside of school but designed to improve performance within it. A small body of research demonstrates that the private tuition market in the UK and the USA is burgeoning, and that students' access to this service is differentiated by region, class and ethnicity. These emerging demand-side analyses are vital, but they cannot tell us about the educational entrepreneurship that shapes the supply of private tutoring services. This article addresses this lacuna through a discourse analysis of manuals, published as part of the developing tutoring support industry, that are designed to guide would-be entrepreneurs through the establishment of a private tuition business. This analysis excavates manuals' treatment of: tutors' motivation to work in the sector and their competence to do so; strategies to be employed in the marketisation of tuition services; and the need to build trust to ensure business legitimation in an unregulated industry. In conclusion, the article sets a new agenda for research into fast-developing supplementary education markets that explores: (i) the dynamics of this expanding educational workforce of private tutors; (ii) the ways marketisation addresses and augments parental anxiety about children's education; and (iii) the need for safeguarding and quality control in private tuition.

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“…They (ibid) also highlight the importance of strengthening their ITE programme through further focus on the effects of poverty on children's learning. In the United States, Kretchmar and Zeichner (2016) call for ITE to focus on the relational preparation of their students to enable them to understand and care for the communities in which they serve, becoming more connected to wider efforts to address inequalities, through relational approaches.…”

Section: Introductionmentioning

confidence: 99%

Exploring practicum: student teachers’ social capital relations in schools with high numbers of pupils living in poverty

Graham

MacDougall

Robson

et al. 2018

Oxford Review of Education

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The complexity of practicum in Initial Teacher Education, in terms of the range of diverse social relations and differing school contexts, provides a challenge for teacher educators worldwide, aiming to guide and shape opportunities for student teachers learning to teach. This challenge is further compounded by societal problems linked to child poverty. Drawing from social capital theory, this paper explores the kinds of social relations that are currently associated with student teachers' practicum experience in schools located in areas of social and economic deprivation or with significant proportions of pupils living in poverty. The paper surfaces types of social relations that are beneficial to mitigating the effects of poverty on educational outcomes. The case is made that practicum does not currently support the principles of social capital theory by enabling student teachers to develop an understanding of how to make connections, and develop the social relationships required to support positive educational outcomes for the children and young people in such contexts. Findings indicate that more effective 'joint practice' is required to better support student teachers' professional learning.

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Teacher prep 3.0: a vision for teacher education to impact social transformation

Cited by 26 publications

References 0 publications

Facilitating Discussion of Theory and Practice in Education Seminars

Facilitating Discussion of Theory and Practice in Education Seminars

Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals

Exploring practicum: student teachers’ social capital relations in schools with high numbers of pupils living in poverty

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