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This paper aims at unpacking the becoming of the mathematics teacher as a professional immerse in the Chilean society, by mapping the changes that have taken within his/her fabrication and governing. A Foucault–inspired history of the present is deployed, as analytical strategy, to problematize how the discursive assemblage of social development and school mathematics produces a particular mathematics teacher—an autonomous professional that has to engage in continuous training and has to be a good decision-maker, framed within political and economic agenda. Ways of conceiving and understand the mathematics teacher are (re)producing a discursive network that operates as a technology of government for the fabrication of the desired mathematics teacher.

In China, teacher performance pay has been implemented for eight years, but teachers' perceptions regarding its implementation have been examined seldomly. Exploring teachers' perceptions is a path to hear teachers' voices, inspect implementation practice, and evaluate impacts. This mixed-method study explored teachers' perceptions toward performance pay in Panda School District of Kunming City, Yunnan Province, China through surveys, interviews, and artifacts. A total of 333 valid responses to the survey were collected and 14 teachers participated in follow-up semi-structured interviews. The quantitative results indicate low to moderate teacher support for performance pay. The qualitative themes generated through content analysis present teachers' perceived merits and problems associated with the implementation of performance pay. A seven-factor model was extracted through principal component analysis drawn from the teacher perception survey, with 58.4% of the variance in perceptions explained. Significant differences in teachers' perceptions toward performance pay and evaluation measures were found based on participating teacher and school characteristics. The findings suggest that local governments should increase funding in teacher performance pay if it is to be successful. Additionally, the specific guidance needs to be developed to regulate school-based performance pay programs that consider school contexts. Further, policymakers and school administrators should focus on the structure and associated evaluation indicators of performance pay. It is necessary for school leaders to improve leadership through professional development programs at the same time of implementing performance pay.

This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators' professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators' professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs' professional lives and the professional modeling of their student teachers. ; Peer reviewed

An audit of the Education Finance Act was released by the Audit Council by January 1, 1989 and it included: . an accounting of the funds used from EFA and local sources for salaries related to positions used in the computation of the S.C. average teacher salary.

The study examined the influence of teacher characteristics on science teachers' effectiveness in secondary schools in Ekiti State. The study adopted a descriptive survey research design. The population consisted of all the 1,563 teachers teaching science subjects (Biology, Chemistry and Physics) in all the 179 public senior secondary schools in Ekiti State of Nigeria. The sample for the study consisted of 315 science teachers selected using multi-stage sampling technique. One instrument titled: Teachers Self-Report Inventory (TSRI) was used for the study which was subjected to validation by experts in science education and tests and measurement. The reliability of the instrument used for the study was determined using Test-Retest Method which yielded reliability coefficient of 0.85 which was considered high enough for the study. Data collected were analysed using both descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that there was significant influence of subject specialization on science teachers' effectiveness in secondary schools(Fcal=3.465; Ftable = 3.07) and there was a significant multiple correlation between the predictor variables (lesson preparation(? = 0.146), lesson presentation(? = 0.052), teacher assessment skills(? = 0.230), teachers' qualification (? = 0.433), classroom management skills, teaching experience(? = 0.041) and teacher gender(? = -0.025)) and science teachers' effectiveness in secondary schools in Ekiti State. It was recommended that physics teachers should be advised to consider the nature of the subject and be more patient while teaching. Government should employ only qualified teachers to teach science subjects in secondary schools.

The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student motivation and academic achievement in the science classroom.

This chapter discusses a diverse suite of courses designed to enhance experiential learning, internationalization and global education, and community service-learning. This reinforces our commitment to preparing holistic teachers who understand the multiple roles of teachers and the social, political and moral imperatives of teaching.

It seems that in the mind of the public, teachers have come to be defined by what they solicit (protection in the form of a union) and what they fail to elicit (passing scores for students on standardized tests) as opposed to what it is they do, which is teach. This misinterpretation may very well arise from the lack of clarity in defining the practice of teaching. Using the emerging recognition of non-human animals as social transmitters of information to provide insight into what teaching is from an evolutionary perspective, this paper explores the inextricable link between biology and educational philosophy. Using Deweys (1902, 1944, 1953) polymathic approach to investigating and understanding education as both a model and a foundation, this paper identifies nexus points between pedagogical theory, cognitive neuroscience, and ethology. The result is a redefinition of both the teacher and the act of teaching that has the potential to bring clarity to the purpose of a profession that has long suffered from publicmdash3Band politicalmdash3Bmisperception.

This dialogical project is framed with in critical inquiry methods to bring an Amish teacher's voice to the fore front. Henry, an Amish middle school teacher, and two university teacher educators in northeastern Indiana collaboratively critiqued educational literature written about the Amish culture from the past 15 years. Building on critical ethnography and narrative methods, the authors used dialogue as a medium for inquiry. The intersubjective, collaborative project democratized the university researchers' research role and allowed an Amish voice to gain a place in the academic field of research.

This article investigates the hidden curriculum of Ontario's New Teacher Induction Program (NTIP). The study involved interviews with 47 teacher educators from eight faculties of education. Responses revealed concerns about (a) who chooses the men‐ tors, (b) the probationary status of new teachers, and (c) the evaluation of new teach‐ ers' competence. In the opinion of some teacher educators, the structure of NTIP may discourage new teachers from critiquing the system that employs them thus decreas‐ ing the likelihood of their taking a critical democratic stance in their teaching. These findings have implications for any induction or mentorship program for new teach‐ ers. Key Words: teacher education, mentorship, social justice, critical democratic, Ontario New Teacher Induction ProgramCet article porte sur les objectifs cachés du Programme dʹinsertion professionnelle du nouveau personnel enseignant (PIPNPE) de l'Ontario. Pour cette recherche, les au‐ teurs ont interviewé 47 professeurs de pédagogie dans huit facultés d'éducation. Ces entrevues révèlent des inquiétudes au sujet (a) du mode de sélection des mentors, (b) du statut probatoire du nouveau personnel enseignant, (c) de l'évaluation des compé‐ tences du nouveau personnel enseignant. Selon certains des répondants, la structure du PIPNPE peut dissuader certains nouveaux enseignants de critiquer le système qui les emploie, ce qui diminue les chances qu'ils prennent une orientation démocratique critique dans leur enseignement. Ces observations ont des implications pour tout programme d'insertion professionnelle ou de mentorat s'adressant au nouveau per‐ sonnel enseignant. Mots clés : formation à l'enseignement, mentorat, justice sociale, critique, démocrati‐ que, Programme dʹinsertion professionnelle du nouveau personnel enseignant de l'Ontario.

The increasingly digitally mediated learning environment has heightened the need for teacher professional development of digital competence. Ubiquitous digital surroundings have transformed how young people access information, communication, and learn. In response to that, digital competence-related content has been introduced in school curricular all over the world. Teachers need to develop the capacity for teaching new content and integrate digital competence in different subjects and their daily practices in schools. The purpose of the study was to understand how digital competence was integrated in teacher professional development, from the perspectives of educational experts and teachers. This study may suggest potential lessons to be learnt from the Finnish context, and may anticipate different stakeholders to create more favourable conditions that facilitate teachers for professional development of digital competence. This study was derived from a research project from the European Union's Horizon 2020 Research and Innovation Framework Programme called ySKILLS (youth skills). It implemented the constructivist grounded theory approach as the framework for data collection and analysis, underscoring the collaboration of empirical data, rigorous coding, and conceptualization in a qualitative study. Empirical data included eight semi-structured interviews with local educational experts and upper secondary school teachers. The data were transcribed and analyzed with the facilitation of qualitative research analysis software atlas.ti. The findings indicated both educational expert and teacher respondents shared the understanding that digital competence is versatile and multifaceted, teachers need to continuously adapt to the changes by professionally develop themselves. The findings also reflected the lack of common understanding of digital competence in the curriculum by policy makers, school leaders and teachers. Besides, although teachers in Finland possess extensive professional autonomy, it was affirmed in the findings that teacher professional development of digital competence was not only an individual issue of teachers' personal motivation, but it could also be positively or negatively influenced by various external factors, such as educational leadership and policy and resources. The study also highlights proliferation of self-initiated learning and community of practice as effective ways for teacher professional development of digital competence. The findings implied the need for teacher professional development of digital competence to move beyond activities. Instead, it is important to design conditions that support teachers' continuous learning on digital competence. The following four aspects could be considered. First, promoting ongoing deliberation for common understanding on digital competence in the curriculum. Second, designing conditions for practical use of digital competence that have genuine connection with school reality. Third, nurturing positive sharing culture to facilitate professional knowledge exchange. Last, designing a policy that recognizes and supports the increasing online happenings of self-initiated learning and community of practice for teachers' professional development of digital competence.

Franz Sigel was born November 18, 1824 at Sinsheim in the grand duchy of Baden Germany. Like many of the young German revolutionaries he was educated at the Karlsruhe Military Academy and after graduating received a commission in the Regular Army. He participated in the German Revolution and eventually acted as minister of War for the revolutionary forces which were overthrown by the Prussians. He fled to Switzerland then to England and finally to New York City in 1852. Before the Civil War he taught school in the German American Institute in New York and in 1857 moved to St. Louis. In 1861 he was made director of the St. Louis school district and then joined the Union forces. He played a major role in unifying the German population and "I fights mit Sigel" became a passport among the Germans in the ranks. He performed well at Camp Jackson, Carthage and at Wilson's Creek, Missouri. At Pea Ridge he was mainly responsible for the Union victory. His career then took a turn for the worse as he was transferred to the East in 1862 and came under the direct scrutiny of General Halleck. He participated in the Battles of Cedar Mountain and Second Manassas. Soon after he was transferred to the District of Lehigh, Pennsylvania and remained there until 1864. After lobbying for a new command Sigel was appointed to command the Department of West Virginia where he suffered his greatest loss at the Battle of New Market. Soon after he was relieved from command. After his resignation in May 1865 he engaged in literary and political pursuits. He travelled often and gave lectures and speeches in favor of the Republican Party. He held several political appointments throughout his post war career and continued to be a major force in rallying German support for the Republicans. He died at his home in the Bronx on August 22, 1902. ; Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 0779. ; Major Professor: James P. Jones. ; Thesis (Ph.D.)--The Florida State University, 1989.

A central aspect of contemporary international education policy debates concern the need for improving the quality of teachers as one of the primary ways of increasing student results in international tests and evaluations. Such reforms, aimed at increasing the effectiveness or status of teachers in general, are often framed as being geared towards processes of teacher professionalization. However, the concept of professionalism, and consequently the desired outcomes of processes of professionalization, is not easily defined, opening room for political struggles over the meaning ascribed to it in different contexts. It is the overall intention of this paper to critically examine such political struggles over definitions of these concepts in the context of contemporary Swedish education policy making. Even if the paper draws on the case of Sweden, the discussion has wider implications as the political and institutional arrangements affecting the way education policies are currently framed are becoming increasing similar between countries, due to the fundamental influence of intergovernmental organizations such as the European Union (EU) or the Organization of Economic Cooperation and Development (OECD) on national policy making in the area of education.The introduction of 'professional' terminology in relation to teachers in Sweden was not introduced by teachers themselves or their organizations, but was imposed upon them as an integral part of the political process of educational decentralization and deregulation. However, as the traditional bureaucratic hierarchies of the welfare system were dismantled the possibility of adopting professional terminology became available to occupations, and occupational organizations, not normally considered full-fledged professions. This led to an expansion of the use of professional terminology on behalf of a number of public service occupations (e.g. teachers, nurses, social worker) previously referred to as semi-professional. This transformation of the system of welfare ...

Bibliography: leaves 79-83. ; The importance of In-service training in Botswana's education system cannot be overemphasised. The formulation of an in-service policy and deployment of resources in the support of the policy, is testimony of the government's commitment to the in-service work. In-service is highly regarded in the education system because, it is hoped that it will transform the practice of serving teachers. The implementation of policy, however, is always a complex matter. The purpose behind this research study was to investigate how the policy on in-service was understood and represented by trainers in the field of practice. This study arises from the fact that policy analysis is an area that has been overlooked in the study of in-service work. The literature on in-service, in the developing world, has ably dealt with mechanics of policy implementation, with a strong bias towards the acquisition of resources and the procedures necessary for the successful implementation of in-service policy. Investigating the way policy is understood by in-service providers has not, however, been given the attention it deserves in the field of research. The interest in this area of study was, further, given impetus by the argument that intentions of policy texts are likely to be represented differently in practice. A group of in-service trainers in a particular regional in-service area were selected for the purpose of information gathering. The selection was done on the basis that trainers were key interpreters of in-service policy. As the study depended on their subjective information, semi structured interview questions were designed as they provided trainers with some degree of freedom, to express their understanding of policy unhindered. The research study, established that policy is understood in keeping with trainers' backgrounds. This means that policy is not necessarily represented according to the intentions of the texts. Two groups of trainers are identified, viz, the poorly grounded and well grounded trainers. Trainers classified as well grounded, demonstrated a higher knowledge of policy and correctly interpreted the policy texts. This is in contrast with poorly grounded trainers who had not well read the policy texts and as a result incorrectly interpreted policy texts. The study concludes that policy representation is complex and informed by everyday understandings.

El presente trabajo da cuenta de la génesis de la caracterización del Judesein a partir de su existencia metahistórica y metapolítica, frente a la política mesiánica de los pueblos del mundo, en la Tercera Parte de La Estrella de la Redención de Franz Rosenzweig. La investigación parte del estudio rosenzweiguiano sobre el origen y el desarrollo de la concepción hegeliana del Estado, Hegel und der Staat, así como de algunos escritos políticos de especial relevancia redactados por el pensador judeoalemán durante la Primera Guerra Mundial. Frente a la interpretación tradicional de la trayectoria vital e intelectual de Rosenzweig, proponemos aquí localizar las raíces de su judaización y de su comprensión de la especificidad del Dasein judío no sólo en su relación con E. Rosenstock-Huessy y H. Cohen, sino también en su experiencia del conflicto bélico y en su profundo desengaño de la conexión entre política e historia propia de la filosofía hegeliana y de la Ideengeschichte de F. Meinecke. ; This paper deals with the genesis of the Third Part of Franz Rosenzweig's Star of Redemption and his Judesein characterization from his metapolitical and metahistorical existence and as opposed to the Messianic Politics of the Peoples of the World. The starting point of the research will be the Rosenzweigian study of the origins and development of the Hegelian idea of State, Hegel und der Staat, as well as some relevant political writings which Rosenzweig wrote during the First World War. In spite of the traditional interpretation of Rosenzweig's intellectual and vital course, we propose here to locate the roots of his judaization and his comprehension of Jewish Dasein specificity not only in his contacts with E. Rosenstock-Huessy and H. Cohen but also in his war experience and his deep disillusion about the connection between Politics and History which is at the very core of Hegelian philosophy and of F. Meinecke's Ideengeschichte.