The Future of Teacher Education

Oancea, Alis; Orchard, Janet

doi:10.1111/j.1467-9752.2012.00888.x

Cited by 18 publications

(13 citation statements)

References 26 publications

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“…No cabe duda que la profesión de maestro exige un alto grado de compromiso y atención a los demás, una competencia profesional altamente valorada (Marín, Latorre y Blanco, 2010) algo que se ha asociado en múltiples ocasiones a la "vocación". Las políticas educativas de algunos países, entre los que se incluye por ejemplo Reino Unido, toman en cuenta esta "llamada vocacional" o "misión" en la caracterización de la tarea de los educadores (Oancea y Orchard, 2012).…”

Section: Vocación Y Profesoradounclassified

“…Estamos, pues ante una profesión singular, donde las competencias personales del profesor -sus fortalezas de carácter-jugarán un papel decisivo junto a sus conocimientos, valores y disposiciones a educar efectivamente a los demás. Siguiendo a Aristóteles, en un "buen maestro" se combina el conocimiento teórico (episteme, theoretike), la competencia técnica (techne) y la sabiduría práctica (phronesis) (Oancea y Orchard, 2012). Los buenos maestros deberán ser, también, buenas personas, pues la enseñanza deviene en última instancia una preocupación por el bienestar de los demás -sus alumnos (Higgins, 2011) y su responsabilidad va más allá del aula en que trabaja: se dirige a la resolución comprometida de los problemas de su sociedad, de la superación de sus desigualdades y por tanto presenta una clara orientación moral (Byrd, 2012).…”

Section: Vocación Y Profesoradounclassified

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Contributions from Positive Psychology Applied to Teacher Training

Carnicer

Sánchez

2015

Estudios sobre Educación

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Este trabajo presenta las aportaciones empíricas y teóricas de la Psicología Positiva, enfatizando su relación con la teoría moral aristotélica. La investigación empírica llevada a cabo desde la Psicología Positiva apoya un cierto modelo teórico del bienestar, próximo a la tesis moral aristotélica: la felicidad y el bienestar consisten en el ejercicio de las virtudes. Las implicaciones que para la educación se derivan son importantes, especialmente en la formación del profesorado. Si sus resultados son correctos, necesitamos prestar una mayor atención a las virtudes y a las fortalezas de carácter, tanto en la práctica docente como en las políticas educativas.

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Section: Vocación Y Profesoradounclassified

Contributions from Positive Psychology Applied to Teacher Training

Carnicer

Sánchez

2015

Estudios sobre Educación

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“…The existing literature highlights student profile [1], educational infrastructure [2], quality of education [3], education policies [4][5][6], professional teacher training [7], teacher perception [8], family and community relationship with the educational institutions [9] and the type of institutional educational establishment [10][11][12] as the most relevant factors to explain students' academic performance. However, most of these studies focus on pre-university education.…”

Section: Introductionmentioning

confidence: 99%

Does Student Proactivity Guarantee Positive Academic Results?

2018

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This paper analyzes the impact of students' proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014-2015, 2015-2016 and 2016-2017). Proactivity is measured by several indicators, such as class attendance, case-study oral presentation and its delivery in a foreign language, all of them being non-mandatory activities for students who have participated in the experiment. Specifically, this study aims to assess the impact of a student's proactivity on two academic outcomes: (i) to pass or fail the exam; and (ii) the score obtained. Impact assessment has been performed using a probit and ordered multinomial logit models. The results show that a student's proactivity measured by class attendance and case-study presentation significantly increases the probability of passing the exam, while the impact of using a foreign language seems to be non-significant. In relation to the score obtained, the proactivity measured through the case presentation raises the probability of obtaining a higher mark more than regular class attendance.

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“…Yet across the globe established methods of preparing teachers have been called into question, on the understanding that new kinds of training will be needed if teachers are to play their full part in improving the quality of schooling (Oancea and Orchard, 2012). In some countries, investment in teacher training continues, with particular reference to its academic dimension.…”

Section: Introductionmentioning

confidence: 99%

What training do teachers need?: Why theory is necessary to good teaching

Orchard¹,

Winch²

2015

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Recent years have seen a concerted and systematic move towards a school‐led system of initial teacher training in England. The role of universities, and particularly their part in engaging new teachers with educational theory, has been radically challenged. Only around half of new entrants to the profession now follow university‐based training routes. These seismic changes to teacher education have been driven through with a minimum of formal consultation or public debate. In this urgent and compelling pamphlet, Janet Orchard and Christopher Winch argue for a conception of teachers as professionals who require a deep understanding of the conceptual, empirical and normative dimensions of educational practice. They explain why university education departments are better placed than schools to help beginning teachers acquire that understanding. And they propose a significant expansion of initial teacher education, with full licensure contingent on completion of both a preliminary teaching qualification and a higher grade apprenticeship in the first two years of employment. Teachers need educational theory because they must understand what they are doing and why they are doing it, and must be able to think intelligently about how to do it better. At present, universities have the capacity and the expertise to meet this need. But they may not have it for much longer if the shift to school‐based teacher education continues unabated.

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The Future of Teacher Education

Cited by 18 publications

References 26 publications

Contributions from Positive Psychology Applied to Teacher Training

Contributions from Positive Psychology Applied to Teacher Training

Does Student Proactivity Guarantee Positive Academic Results?

What training do teachers need?: Why theory is necessary to good teaching

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