Suchergebnisse

In an attempt to identify ways to develop effective urban teachers, this study examined a grassroots form of teacher development. This year‑long study examined the efforts of a grassroots community based organization creating teachers‑led professional development for teachers. Teachers'ʹ perceptions were explored to understand how this approach to professional development impacted their pedagogy and the ways they believed they were able to more effectively serve their students. Utilizing critical pedagogy and postcolonial theory as analytic frames, this study deconstructed the complex process of teacher development in bi-�weekly inquiry group meetings. The findings from this research suggest that this teacher-�led inquiry group supported participants in developing the critical capacity to make sense of hegemonic discourses as they engaged in humanizing spaces for learning. Findings also reveal that participants leverage this teacher-�led space for learning to build their network of support and create curriculum that honored the lives and communities of Black and Latino students. The participants were a convenience sample of seven educators that voluntarily attended a bi-�monthly teacher-�led inquiry group during the 2012‑2013 school year, worked in public and charter schools in South Los Angeles, and taught across academic disciplines. This qualitative case study drew from ethnographic approaches relying on traditional data collection strategies such as field notes, a review of teachers' curriculum and other artifacts, and teacher interviews.

La complejidad de la aplicación de una ley como la LOMCE, así como sus consecuencias, rebasa el objetivo de este trabajo. Aunque se aborda el marco sociopolítico que la precedió y, probablemente, la auspició, el asunto requiere, sin duda, mayor profundidad y extensión; algo parecido puede decirse del currículo que la ley impulsa, eje de este trabajo. La evaluación ha sido tratada parcialmente y fuera quedan temas como la convivencia, la participación, la formación del profesorado, la atención a la diversidad e inclusión, el aprendizaje a lo largo de la vida y la educación de las personas adultas… cruciales en la reflexión y en la intervención pedagógica. Pero se espera, en estas pocas páginas, contribuir al necesario debate educativo, social y político a partir de aspectos concretos elegidos para el análisis y la discusión. Ése es el objetivo primordial: provocar debate, iniciar el análisis y pergeñar posibles líneas de trabajo y reflexión apuntando aspectos polémicos y discutibles de la ley, su implantación y los elementos del currículo que sirven de soporte al trabajo en aulas y centros escolares ; The complexity of the application of a law like LOMCE and its consequences are beyond the scope of this work. Although the policy framework that preceded and, probably promoted it, is addressed in this article, the matter demands greater depth and extent. Something similar can be said about the curriculum enforced by this law, which is the focus of this work. Evaluation has been only partially addressed, and other issues are left out of this reform, such as school life, participation, teacher training, attention to diversity, inclusion, life-long learning and adult education, all of them crucial topics in our reflection and pedagogical intervention. In this article, it is expected to contribute to the necessary educational, social and political debate, departing from the chosen specific areas. Thus, this is our main aim: to provoke discussion and analysis, and propose possible lines of work and reflection, pointing out controversial and contentious aspects of this law, its implementation and its curriculum elements that support the work in classrooms and schools

Chapter 1. Born into the business: A study of the early career teacher as a market native -- Chapter 2. Who are our teachers? -- Chapter 3. Teachers' work within the market: Cases from schools in the lower-tier -- Chapter 4. Teachers' work within the market: Cases from schools in the mid-tier -- Chapter 5. Teachers' work within the market: Cases from schools in the upper-tier -- Chapter 6. Supporting early career teachers across the market -- Chapter 7. A bad business: Implications of the market for teachers and systems.

The need for education, more specifically English, inevitably has increased the demand for language teachers. To provide a better quality of education, these teachers then are called to exercise their professionalism. In Indonesia, the call for implementing teacher's professional development has become primary attention of the Government. In response to the issue, it is mandatory for teachers in various teacher-education institutions in Indonesia to upgrade their existing knowledge and skills in teaching as well as those who are still preparing themselves to be teachers. In this context, teachers in this country can further develop and/or continue their professional development as language teachers. This paper attempts to build a teacher-education program based on a preliminary need analysis on skills that the teachers expect to have. Samples of activities in the teacher-education program are also presented.

Drawing from three areas of research, the authors propose a model for twenty-first century international teacher education. Through literacy, technology, and global citizenship education, future teachers can learn the interrelatedness of promoting human acceptance across national/political borders and global economic exigencies. As the movement of ideas, commerce, and people through means of improved transportation and computer technologies transform the notion of the nation state, diversity education will embrace international citizenship while remaining important in local and national contexts. Through focused teacher education, all of the academic disciplines hold promise for rich teaching and learning through critical literacy for an ecologically sound environment that ultimately will sustain global economical and political interrelations.