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How to ... be a reflective practitioner.

https://dialnet.unirioja.es/descarga/articulo/4035394.pdf

Professional Capital: Transforming Teaching in Every School

Article History: Purpose: The present study aims to investigate the level of teachers' organizational citizenship behaviors and counter-productive work behaviors (CWBs) based on public primary school administrators’ and teachers' perceptions and the relationship between these two variables. Research Methods: This study was conducted in a correlational survey model. The sample of this study was formed in the 2018-2019 academic year, consisted of public primary school administrators and teachers who worked in nine different districts Received: 18 Jun., 2019 Received in revised form: 22 Sept. 2019 Accepted: 14 Oct. 2019 DOI: 10.14689/ejer.2019.84.1

Eurasian Journal of Educational Research

This is the first of a two-part article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and research as social practice. This framework situates the research on teacher education within salient economic, intellectual, and demographic developments of the past half century and also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education. Part 1 also analyzes the first of three major research programs—research on teacher preparation accountability, effectiveness, and policies, identifying strengths and weaknesses in this body of studies.

http://journals.sagepub.com/doi/pdf/10.1177/0022487114558268

Critiquing Teacher Preparation Research: An Overview of the Field, Part II

The concepts ‘reflection’ or ‘reflective practice’ are entrenched in the literature and discourses of teacher education and teachers’ professional development The concept is rather vague, although Schon’s notion of the reflective practitioner seems to be at the core of several understandings In this paper, conversations between student teachers and their mentors during internship are analysed to explore how they reflect and what they seem to accomplish through reflection Building on sociocultural theory, reflection is constituted as collaborative communicative action through which an object of reflection is constructed and expanded by the participants By introducing the notion ‘mode of reflection’, the relationship between reflective action and the motive of the activity are explored In this paper, three modes of reflection during internship in teacher education are discerned and discussed: (1) reflection as induction to warranted ways of seeing, thinking and acting; (2) reflection as concept develop

Reflection in teacher education

Teachers “in the making”: Building accounts of teaching

Over the years there has been a strong urge to incorporate information and communications technology (ICT) in teaching practices; however, the pace of integration has been characterised as disappoi...

Learning to teach with technology: authoring practised identities

This article analyzes student teachers' interactions in different practices over a period of one semester. We use Cultural-Historical Activity theory as a theoretical framework to address how interactions at the boundaries in teacher education are constructed and made relevant to the participants when they are working on object constructions. In the analysis, we show how an object, conceptualization of goals in education, emerges and develop in interactions, and how the object's trajectory differs as the students move between practices. In the analysis we call these practices learning spheres. Our findings indicate that the participants' positions are of importance. In teacher-led situations, such as supervision and mentoring, the teachers influenced the construction of the object, whereas in group work, the student teachers pursued and explored a variety of object constructions. Meaning emerges in the dialectical relationship between activity and action, and is regulated by the enactment of rules and nor...

/pdf/construction-of-boundaries-in-teacher-education-analyzing-5f7bf09sb0.pdf

Construction of Boundaries in Teacher Education: Analyzing Student Teachers' Accounts

Leadership is currently viewed as a guarantee for educational quality and reforms, as a crucial component for schools’ capacity building and as a major contributor to the transformation of practices Although an array of leadership studies report on the need for leadership by demonstrating what leaders must do or how leadership practices should be configured for schools to be successful, less attention has been drawn to how leadership is played out and how it becomes consequential in social practices In this article, the authors analyse leadership as an interactive process, in a leadership team in a Norwegian school that aims to develop assessment practices Cultural historical activity theory frames this analysis The analytic concepts’ perspective, position and interaction trajectory allow an investigation of leadership as an emergent property in the interactive process Leadership emerges in complex chains of actions oriented by purposes constituted in the interplay of hierarchical and distributed dim

School leadership: constitution and distribution

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