The History of Initial Teacher Preparation in International Contexts

Placier, Peggy; Letseka, Moeketsi; Seroto, Johannes; Loh, Jason; Montecinos, Carmen; Vásquez, Nelson; Tirri, Kirsi

doi:10.1007/978-981-10-0366-0_2

Cited by 13 publications

(6 citation statements)

References 41 publications

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“…In their comparative chapter on the history of initial teacher education programs in the United States, Chile, South Africa, Singapore and Finland, Placier et al (2015) recognize the harm of past inequities as well as the economic benefits of a more educated population in their countries. As democracies, all of these countries face the challenge of preparing teachers to provide more equitable learning opportunities.…”

Section: Discussionmentioning

confidence: 99%

Teacher Education in Inclusive Education

Tirri¹,

Laine

2017

The SAGE Handbook of Research on Teacher Education

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Defining the concept of inclusion Defining the concept of inclusion is a challenging task (Armstrong et al., 2011; Moberg & Savolainen, 2003). As Armstrong et al. (2011, p. 31) have stated, "It is not simply that inclusion means different things to different people but rather that inclusion may end up meaning everything and nothing at the same time." The various definitions of inclusion can be divided between narrow and broad (Ainscow et al., 2006). Narrow definitions promote the inclusion of specific groups of students, such as disabled students. Broad definitions, on the other hand, focus on diversity and how schools respond to the diversity of all students (Armstrong et al., 2011, p. 31). In the context of education, inclusion has often been connected exclusively with disability and special education (Arnesen, Mietola, & Lahelma, 2007; Miles & Singal, 2010), which yields a narrow definition. Thus, in the minds of many people, inclusion refers solely to a particular group of children, namely, students with special learning needs (Smith, 2006). However, as the following example from the UNESCO Salamanca Statement shows, inclusion reaches further: The guiding principle that informs this framework is that schools should accommodate all children regardless of their physical, intellectual, social, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic, or cultural minorities and children from other disadvantage or marginalized areas and groups. (UNESCO, 1994)

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Section: Discussionmentioning

confidence: 99%

Teacher Education in Inclusive Education

Tirri¹,

Laine

2017

The SAGE Handbook of Research on Teacher Education

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“…Over the past three decades, there has been extensive educational reform in the United States causing policymakers and leaders to introduce accountability measures that hold teacher education responsible for preparing effective future teachers. Reformers continue to transform teacher education with attention to teacher preparation and practice at local jurisdictional (state or institutional) and national levels (Cochran-Smith et al, 2013; Darling-Hammond, 2017; Placier et al, 2016). These reform efforts include increasing clinical field hours for teacher candidates (TCs), administering performance-based assessments/standardized tests, creating local and national standards, forming national and international professional organizations, and so forth.…”

Section: Introductionmentioning

confidence: 99%

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

Zelkowski

Campbell

Moldavan

2023

Journal of Teacher Education

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Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.

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“…The radical reimagination of teacher education is happening in isolated corners without widespread transformation of the field (Cochran- Smith & Reagan, 2022). Teacher preparation's historical grounding in systems of settler colonialism, White supremacy, and free-market principles situates it as an ongoing site of reproduction for existing power relations (Gorlewski & Tuck, 2018;Labaree, 2004;Love, 2019;Placier et al, 2016). Since "little attention has been given .…”

Section: Introductionmentioning

confidence: 99%

Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation

Lees,

Ryan,

Muñoz

et al. 2023

Journal of Teacher Education

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In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.’s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program.

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The History of Initial Teacher Preparation in International Contexts

Cited by 13 publications

References 41 publications

Teacher Education in Inclusive Education

Teacher Education in Inclusive Education

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation

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