Professionalism in teaching and the role of teacher education
Datos Bibliográficos
| ID | 21496551 |
|---|---|
| Autores | Maria Teresa Tatto (0000-0003-4955-1420, Arizona State University, autor de correspondencia) |
| Año | 2021 |
| Volumen | 44 |
| Número | 1 |
| Páginas | 20-44 |
| Fecha de publicación | 2021-01-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | European Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2020.1849130 |
| OpenAlex | W3119223471 |
| Idioma | EN |
| Citas recibidas | 34 |
| Referencias citadas | 48 |
In this article, I discuss the status of teaching as a profession using Gardner and Shulman’s framework emerging from their empirical examination of the professions in America and use Bernstein’s sociology of knowledge to help explain how recontextualizing agents struggle to dominate the construction and interpretation of professionalism in teaching. I use data from a major cross-national study of university-based teacher education to illustrate efforts to define the professional knowledge needed for teaching and the wide degree of variability in the opportunities provided to teachers to learn such knowledge. The essential role of teacher education in sustaining the teaching profession emerges very clearly from these analyses. I conclude that the education field needs to develop the capacity to ensure teachers’ professional learning and that these efforts need to be informed by use-inspired research and an inquiry culture in university-based teacher education programmes
Empirical research · Epistemology · Mathematics education · Pedagogy · Professional development · Sociology · Teacher education · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Practice of transformative pedagogy and personality of teaching theories and models in the teaching and learning sciences
Reflections on Disrupted Identities and the Possible Agency of Teacher Educators
Unpacking the Effects of Role Assignment on Interaction Processes in Socially Shared Regulation of Learning
Atypical y educación inclusiva en la universidad
Using concept analysis to understand teacher professional knowledge
How do pre-service teachers integrate knowledge when reflecting on a pedagogical situation? An analysis of concept maps in teacher education
Can we foster pre-service teachers’ competences for digital collaboration
Assessing Awareness Level of in-Service College Teachers Regarding Professionalism
Unpacking the Dynamics of Pre-Service Teachers’ Attitudes Toward the Teaching Profession, Belonging, and Knowledge Sharing in an Underexplored Context
Examining the Implications of Islamic Teacher Education and Professional Learning
Clinical Judgement in Pre-Service Teacher Education
Assessing the Professionalism of Teacher Educators in Relation to Sustainability
Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience
The Impact of In-Service Teacher Education Program on Competency Improvement Among Islamic Religious Education Teachers Using Self-Assessment
Shaping Educational Strategies
Education Practice System of BA English Education in China Revisited
Effectiveness of interventions in teacher education
Professionalizing Teacher Educators for Sustainable Development
Reimagining teacher education in light of the teacher shortage and the aftershock of Covid-19
Reimagining and remaking teacher education
Unveiling awareness gaps
Professionalisation of initial teacher education in China
International trends in contexts marked by teacher shortages
Perspectives on professionalism
Reflections for Transforming the Perspectives of Teacher-Directed Practices towards Community-Based Ethnographic Practices with Migrant and Minority Students
Course quality in higher education teacher training
The influence of authentic leadership on teacher performance in Guiyang public primary schools
A novel categorization of teacher well-being interventions
Coaches’ perceptions of the impact of video clubs on professional practice
Competence-based discourse and fading educational knowledge in Finnish teacher education
The invisible costs of education reform
Teacher professionalism, expertise and the jurisdictional struggle
Discontinued knowledge growth
Meta-Reflexivity and Teacher Professionalism
Pedagogy, Symbolic Control, and Identity
The System of Professions
Education - An Anatomy of the Discipline
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
The economic value of higher teacher quality
Science Teacher Learning Progressions
Knowledge and the Study of Education
Unacknowledged knowledge growth
Toward Teacher Education Research That Informs Policy
Contested Terrain
Educational Researchers
Preparing Education Doctoral Students for Epistemological Diversity
The professions in America today
Grammaticality and educational research
Intellectuals or Technicians? The Urgent Role of Theory in Educational Studies
Intellectuals or technicians? The urgent role of theory in educational studies 1
Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana
Vertical and Horizontal Discourse
Knowledge and Teaching
Understanding "Core Practices" and "Practice-Based" Teacher Education
Teacher as Researcher
A Framework for Professional Ethics Courses in Teacher Education
The Turn Once Again Toward Practice-Based Teacher Education
Teacher Value Added as a Measure of Program Quality
Content Knowledge for Teaching
Evidence-Based Teacher Preparation
Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation
Challenges to Teacher Education
| Obras citantes distintas | 34 |
|---|---|
| Citas por año | 6,8 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 34 |