Belmira Oliveira Bueno
Since the 1980s, in different countries, researchers and educators have put into action a number of studies of teachers’ biographies, teachers’ narratives and stories, as well as other ways of employing life history methods, in order to renew the field of education. A vast literature has been produced in the last decades on this perspective, giving testimony to a surprising growth of the educational area under the impulse of such approaches. There was a clear need for a methodological renewal of this field but also a need of a revision of the functions of school and to the way of conceiving education. The idea of lifelong learning frames this scenario and the expectations outlined in the turn of this century, altering profoundly the functions of school and the ends of education. The biographical approaches are taken as an attempt of meeting such demands. However, the work with life histories and biographies has shown different directions, following from a conjugation of factors and from more specific demands for education present in the respective contexts where such experiences have taken place. Such approaches are part of a broader movement of individualization and subjectivism that characterizes contemporary society. The two perspectives focused on in this article—that of English-speaking countries, with a predominant focus on the life and career of teachers; and those developed in Francophone environments, with the focus on the continued education of adults—have shown great growth particularly during the 1980s and 1990s, giving testimony to the appeal that biographical approaches exerted upon researchers and educators. It presents the features of these two trends preceded by an incursion into the field of sociology aiming at highlighting some relevant methodological and epistemological issues. By this way we intend to emphasize the potentiality of biographical approaches to the knowledge of education, drawing attention to the challenges for individuals’ lives in the contemporary society and for the emergence of new ways of conceiving the subjectivities by the new human and social theories.
This article presents a critical analysis of inclusive teacher education. The article argues that while teacher education programs have changed dramatically over the last few decades, there are still areas where more progress could be made. It also argues for a need to re-conceptualize the way we prepare teachers so that they can confidently include all learners. It presents a framework, largely influenced by the work of Shulman, which could be applied for the preparation of pre-service teachers to teach in inclusive classrooms.
Troy A. Martin
The professionalization of education involves a modern, capitalist move toward securing a public market for schools and developing social status for educators. As a process that has produced knowledge, rationalized relationships, and controlled markets, professionalization of education has also defined an ethical discourse. Articulated in language, inscribed in state law, and embodied in conduct, professional ethics have been codified formally in “codes of ethics” and informally in professional identity and ways of thinking. The popular discourse of professional ethics in education narrows and constrains ethical possibility in practice.
Because of similar forms of codes of ethics across professions, interdisciplinary scholarship from education, social work, psychiatry, and medicine informs a critical examination of professional ethics. The codes, discourse, and standards of professional ethics are historically grounded in the framework of modern rationalism. As the field of education has developed to include a more diverse knowledge-base and new forms of empirical research, the rational order of prescriptive ethics has begun to slip. While regulatory codes of ethics continue to undergird public trust and provide legal insurance against malfeasance, educational scholars and practitioners engage a wider constellation of ethical perspectives and possibilities. Feminist care ethics, post-modern ethics, and phenomenological descriptive ethics present a few possibilities within emergent fields. As the ongoing effects of professionalization are critiqued and the possibilities of professional ethics are re-imagined, schools of education should look beyond the disciplinary enclosures of education to respond to an increasingly diffuse understanding of professional ethics.
A Collaborative Process for Incorporating Universal Design for Learning and Evidence-Based Practice into Inclusive Teacher Education Programs
Spencer Salend and Catharine Whittaker
In light of the need to prepare reflective and effective teachers who can differentiate their instruction to support the learning of all students in inclusive classrooms, this article describes the collaborative process faculty have used to incorporate universal design for learning (UDL) and evidence-based practice (EBP) into an inclusive teacher education program’s curriculum and practicum experiences. Initially, faculty mapped the curriculum by agreeing upon a common definition of UDL and EBP, reviewing the research to create EBP documentation charts, which were used to constructing self-assessment tools known as innovation configurations (IC). Faculty used the IC to identify and address the strengths and gaps within the program’s courses and clinical experiences and align courses with online interactive instructional resources related to UDL and EBP. To bridge the gap between research and practice and guide educators in making evidence-informed decisions, faculty developed a 10-step practice-based evidence assessment and instructional model to collect and analyze classroom-based data about the efficacy, acceptability, and fidelity of one’s instructional practices and use of UDL and EBP. Faculty revised and field-tested a lesson plan template that prompted educators to personalize their instruction and make it more explicit by addressing such factors as student diversity and collaboration, and employing UDL, EBP, instructional and assistive technology and formative and summative assessment. Faculty also redesigned the program’s lesson observation form used to better evaluate preservice teachers working in inclusive classrooms and provide them with feedback related to their effective use of EBP, UDL, instructional and assistive technology, and assessment and classroom management strategies. The lesson observation form also was revised to make it more reflective of the program’s curriculum reform efforts related to the use of UDL and EBP, and to align it with the national teacher education accreditation standards, national and statewide teacher evaluation, curriculum and teacher education certification standards.
Jie Park, Sarah Michaels, Renee Affolter, and Catherine O'Connor
This article focuses on both research and practice relating to academically productive classroom discourse. We seek to “expand the conversation” to include newcomers to the field of classroom talk, as well as practitioners and youth researchers who want to contribute to knowledge building in this area. We first explore a variety of traditions, questions, and methods that have been prominent in work on classroom talk. We also summarize some key findings that have emerged over the past several decades:
• Finding 1: Certain kinds of talk promote robust learning for ALL students.
• Finding 2: The field lacks shared conceptualizations of what productive talk is and how best to characterize it.
• Finding 3: Dialogic discourse is exceedingly rare in classrooms, at all grade levels and across all domains.
• Finding 4: A helpful way forward: conceptualizing talk moves as tools.
Following the presentation of each research finding we provide a set of commentaries—explicating and in some cases problematizing the findings. Finally, we provide some promising approaches that presume cultural and linguistic assets among both students and teachers, including curricular programs, teacher education, professional development programs, teacher research, and intergenerational communities of inquiry. In all of this, we try to make our own assumptions, traditions, and governing gazes explicit, as a multi-generational and multi-role group of authors, to encourage greater transparency among all who work in this important and potentially transformative field of study.
Although teacher education has been recognized as a key aspect of educational policy and practice, especially over the past few decades, the research undertaken to inform policy is in many respects inadequate. Drawing on reviews of such research as has been undertaken in Europe, the United States, Australasia as well as other parts of the world, we can identify the key questions for teacher education researchers. These include such topics as the relationship between theory and practice in professional learning, the significance of partnerships between schools and higher education institutions, the relationship between preservice teacher education and ongoing professional learning and the nature of the assessment of beginning teachers.
Three approaches to teacher education research may be defined, and all of them are important in the quest for better understanding of the field. These three approaches are research in teacher education—mainly carried out by teacher education practitioners; research on teacher education—mainly carried out by education policy scholars; and research about teacher education—carried out by scholars in a range of disciplines and seeking to explore the wider social significance of teacher education. An exploration of each of these three approaches reveals that there is a serious dearth of large-scale and/or longitudinal studies that may be seen as genuinely independent and critical. This suggests that there is a large agenda for future teacher education research.
Diane Mayer, Wayne Cotton, and Alyson Simpson
The past decade has seen increasing federal intervention in teacher education in Australia, and like many other countries, more attention on teacher education as a policy problem. The current policy context calls for graduates from initial teacher education programs to be classroom ready and for teacher education programs to provide evidence of their effectiveness and their impact on student learning. It is suggested that teacher educators currently lack sufficient evidence and response to criticisms of effectiveness and impact. However, examination of the relevant literature and analysis of the discourses informing current policy demonstrate that it is the issue of how effectiveness is understood and framed, and what constitutes evidence of effectiveness, that needs closer examination by both teacher educators and policymakers before evidence of impact can be usefully claimed—or not.
Missy Morton and Annie Guerin
Sociocultural perspectives on curriculum, pedagogy, and assessment support teachers in developing and implementing inclusive pedagogies. Sociocultural assessment approaches disregard impairment as an identity in itself, privileging the strengths and knowledge evident in observed interactions. A sociocultural approach to assessment recognizes the dynamic interaction between teaching, learning, and assessment, spread across people, places, and time. Where traditional forms of curriculum, pedagogy, and assessment focus on a decontextualized individual, a sociocultural perspective pays close attention to contexts. Teachers’ practices, expectations, and understandings of learning and diversity form a key part of the contexts.
In culturally responsive paradigms, learning is recognized as sociocultural—being informed through interactions with others. All students are recognized and valued as people who gain experiences and knowledge across many contexts. Multiple perspectives are valued as shared understandings and constructions of learning are developed in response to observations and interactions in a community of learners—where students and teachers learn with and from each other. Teachers who recognize themselves as capable of teaching everyone in the class are more likely to recognize everyone as a learner, to think critically about their positioning and understanding of disability, and to plan teaching, learning, and assessment in inclusive ways of working.
Fred A.J. Korthagen and Ellen E. Nuijten
The core reflection approach aims to deepen teacher reflection and development. The approach takes teachers’ core qualities and ideals as the starting point for reflection, and links the professional and the personal in teacher development. Core reflection can also be applied to other professional groups, and to students in primary and secondary education. It is based on a model of levels of reflection, briefly named the onion model, which includes the following levels: environment, behavior, competencies, beliefs, identity, mission, and “the core,” which refers to personal strengths. The onion model helps to differentiate between behavior-oriented reflection and a deeper kind of reflection, in which attention is given to three goals: (1) building on strengths and ideals (called “the inner potential”) of the person, (2) helping the person deal with inner obstacles limiting the actualization of the inner potential, and (3) preparing the person for using their potential and dealing with obstacles autonomously. In order to reach these goals, people can be coached using specific principles, which are partly based on positive psychology:
1. Focusing on personal strengths;
2. Giving balanced attention to cognition, emotion, and motivation (thinking, feeling, and wanting); and
3. Giving attention to inner obstacles.
These principles are brought together in a phase model for core reflection, with five phases: (1) describing a concrete situation; (2) reflection on the ideal, and on a core quality or qualities; (3) reflection on an obstacle; (4) using the inner potential; and (5) trying a new approach.
Core reflection is being used around the world, both in teacher education programs and in schools. Several research studies into the processes and outcomes of core reflection have shown that it leads to in-depth professional development and improved behavior, in both the short and the long term. However, more research is needed, for example research in which long-term outcomes of the core reflection approach are compared to those of other approaches.
Teaching self-efficacy refers to the beliefs that teachers hold about their instructional capabilities. According to Bandura’s social cognitive theory, individuals develop a sense of efficacy by attending to four sources of information: mastery experiences (i.e., performance attainments), vicarious experiences (i.e., observing social models), social persuasions (i.e., messages received from others) and physiological and affective states (e.g., stress, fatigue, mood). Personal and contextual factors also play a role in the development of teaching self-efficacy. Understandings of teaching self-efficacy, its sources and its effects, have been limited by poor conceptualizations and methodological shortcomings. Nonetheless, researchers have provided ample evidence that teachers with a high sense of efficacy tend to be more psychologically healthy and effective than teachers who doubt their capabilities.