This paper makes a bold attempt to make sense of contemporary Koreans’ common expectation of the educational role of public school teachers by tracing its historical and cultural roots to the neo-Confucian humanistic tradition of the Joseon dynasty in Korea that lasted for about 500 years until Korea began to modernize in the late nineteenth century. In this attempt, the key concepts to be explored as equivalent to the Western idea of ‘liberal learning’ are the Confucian ethics of (...) ‘learning for oneself’ and its relation to schooling and teaching. The discussion focuses on whether and how this ethics of learning can be recovered in such a way as to accommodate the postmodern condition of our society, as the educational legacy of the humanistic tradition of East Asia that can keep the public spirit alive in modern schooling. (shrink)

This chapter contains sections titled: Introduction Jacotot's Experiment The Stultifying Master The Ignorant/Emancipating Master The Public Role of the Teacher Conclusion Notes References.

In this article, I turn my attention to the figure of the ignorant master, Joseph Jacotot, that is depicted in The Ignorant Schoolmaster. Five Lessons in Intellectual Emancipation (1991). I will show that the voice of Jacotot can actually be read as a reaction against the progressive figure of the teacher which, following Rancière's view, can be seen as effecting a stultification. In some respects, however, Rancière's analysis of the pedagogical order no longer seems to be valid in today's (...) partly reconfigured, pedagogical order that depicts the teacher in terms of facilitation. Yet, the figure of the facilitator can be seen as effecting a stultification as well. Therefore, I will stress that Jacotot's voice is highly relevant today. The most important difference between the figure of the (old and current) figure of the stultifyer and that of the ignorant master is identified in their starting point. The stultifying master starts from the assumption of inequality. S/he transforms taught material (words, text, images, etc.) into objects of knowledge or resources for competence development that open the door to another world. The ignorant master (Jacotot) assumes equal intelligence and draws attention to a thing in common. According to Rancière, the ignorant master keeps the door closed and puts his/her students in the presence of a thing in common. (shrink)

In this essay, Sarah Stitzlein and Amy Rector-Aranda, drawing on John Dewey's theoretical suggestions regarding how to best form publics capable of bringing about change through deliberation and action, offer teachers guidance on how to form and navigate spaces of political protest and become more effective advocates for school reform. Using Aaron Schutz's analysis of teacher activism as a point of departure, Stitzlein and Rector-Aranda argue for the development in schools of “small publics,” that is, Deweyan democratic spaces within (...) which teachers can dialogue and exchange ideas about the problems they face in the classroom. While Schutz treats this type of space merely as a stepping stone toward the real locus of political action, the power public, Stitzlein and Rector-Aranda argue that small publics are themselves important spaces where teachers can work together to frame problems and build coalitions and solidarity with other groups in order to take action in the wider public sphere and bring about change in schools. (shrink)

The role of rules in moral education has often been recognised by moral philosophers, but sometimes with the implication that this role is rather unimportant from the moral philosopher's point of view. Thus Geoffrey Warnock (1971, p. 51): It is often said, reasonably enough, that the moral education of children at any rate may include, at a certain stage, the promulgation to them by parents and teachers of rules for their conduct on certain moral matters.… However, if it (...) is to be admitted that there are moral rules in this sense, it must surely be added at once that they are of no great theoretical importance. (shrink)

The role of rules in moral education has often been recognised by moral philosophers, but sometimes with the implication that this role is rather unimportant from the moral philosopher's point of view. Thus Geoffrey Warnock (1971, p. 51): It is often said, reasonably enough, that the moral education of children at any rate may include, at a certain stage, the promulgation to them by parents and teachers of rules for their conduct on certain moral matters.… However, if it (...) is to be admitted that there are moral rules in this sense, it must surely be added at once that they are of no great theoretical importance. (shrink)

The role of rules in moral education has often been recognised by moral philosophers, but sometimes with the implication that this role is rather unimportant from the moral philosopher's point of view. Thus Geoffrey Warnock (1971, p. 51): It is often said, reasonably enough, that the moral education of children at any rate may include, at a certain stage, the promulgation to them by parents and teachers of rules for their conduct on certain moral matters.… However, if it (...) is to be admitted that there are moral rules in this sense, it must surely be added at once that they are of no great theoretical importance. (shrink)

The role of rules in moral education has often been recognised by moral philosophers, but sometimes with the implication that this role is rather unimportant from the moral philosopher's point of view. Thus Geoffrey Warnock (1971, p. 51): It is often said, reasonably enough, that the moral education of children at any rate may include, at a certain stage, the promulgation to them by parents and teachers of rules for their conduct on certain moral matters.… However, if it (...) is to be admitted that there are moral rules in this sense, it must surely be added at once that they are of no great theoretical importance. (shrink)

The role of rules in moral education has often been recognised by moral philosophers, but sometimes with the implication that this role is rather unimportant from the moral philosopher's point of view. Thus Geoffrey Warnock (1971, p. 51): It is often said, reasonably enough, that the moral education of children at any rate may include, at a certain stage, the promulgation to them by parents and teachers of rules for their conduct on certain moral matters.… However, if it (...) is to be admitted that there are moral rules in this sense, it must surely be added at once that they are of no great theoretical importance. (shrink)

The role of rules in moral education has often been recognised by moral philosophers, but sometimes with the implication that this role is rather unimportant from the moral philosopher's point of view. Thus Geoffrey Warnock (1971, p. 51): It is often said, reasonably enough, that the moral education of children at any rate may include, at a certain stage, the promulgation to them by parents and teachers of rules for their conduct on certain moral matters.… However, if it (...) is to be admitted that there are moral rules in this sense, it must surely be added at once that they are of no great theoretical importance. (shrink)

This study explores teachers’ personal practical knowledge and curricular-instructional gatekeeping as they relate to the teaching of controversial issues in public elementary school settings, particularly the issue of immigration. The study took place in the urban setting of Houston and, using a case study design, documented how three elementary school teachers made curricular-instructional decisions by making use of their personal practical knowledge. Findings illuminate that personal practical knowledge plays a role in teacher's curricular-instructional gate keeping in socially (...) divisive contexts. And, the findings indicate that these three elementary school teachers make curricular-instructional decisions to effectively address controversial public issues in their classrooms through curriculum choosing, assignments creating, and conflict dialogue building. (shrink)

This study aims to explore the relationship and mechanism between the preschool inclusive education teachers’ organizational support, teacher self-efficacy, and work engagement. This study adopted the organizational support scale, inclusive education efficacy scale, and work engagement scale, measured for 600 preschool inclusive education teachers, eventually obtained 568 effective questionnaires, established research model, and analyzed the data using the structural equation model. There are significantly more men than women, and the majority were public kindergarten. Organizational support significantly positively affects (...) teachers’ self-efficacy and work engagement in preschool inclusive education. Preschool teachers’ self-efficacy has a significant positive impact on work engagement. Preschool teachers’ self-efficacy plays a partial mediating role between organizational support and work engagement. Organizational support not only directly affects teachers’ self-efficacy and work engagement in preschool inclusive education but also indirectly affects their work engagement through preschool teachers’ self-efficacy, which provides theoretical and practical guidance for the research of inclusive education. (shrink)

For a few decades now, debates around the effects of 'new public measures' in education have pointed to how the emphasis on increased accountability and high stakes testing has led to some worrying phenomena, thus changing teachers' practices and roles. These include narrowing of the curriculum, gaming and teaching to the test. This chapter discusses these kinds of knowledge and abilities as fundamentally depending on our understanding of the role of teachers within an educational system and in relation (...) to educational aims. The particular standpoint from which it tackles these issues revolves around asking whether the notion of autonomy is significant to teachers' roles and activities, and hence bears on our conception of teaching expertise. The chapter argues that the notion of autonomy is problematic: it conflates rather different psychological, phenomenological and normative elements. The discussion in the chapter culminates in an analysis of current policy arrangements in England. (shrink)

The teaching of religion in public schools – whether the subject should or should not be included in the school curricula, what the content structure should be and which approach the teacher should adopt – led to various ethical dilemmas and conflicts in many regions of the world. Our article aims at reviewing, from the perspectives of numerous authors, the different topics as well as the ways in which aspects related to the impact of religious teaching and to (...) specific approaches could be taught to economics students in a democratic society. At the same time, we underline different dilemmas and preoccupations resulting from religious values in the organizational management and in marketing, but also the synergies that could be capitalized from this standpoint, in order to obtain a competitive advantage in a context where diversity, and religious diversity in particular, is a reality that gets more and more obvious, while a good capitalization of it can bring forth loyalty in organizations and competitive advantages on the market. (shrink)

This paper argues that two areas vital to the teaching profession's own development and to the development of its standing in society have been neglected in inservice education and training. The first, an understanding and development of the 'public' dimension of teaching, suggests that teachers have duties and concerns which transcend those of professionals in the private sector because the public domain is a necessary focus for the promotion of collective life as opposed to individual interests. The second, (...) an appreciation of the 'ecological' context of teaching, locates its practice within wider political and social issues and deepens the teaching profession's understanding of itself. The evidence of neglect of these areas is derived from questionnaire data drawn by the authors from primary and secondary schools on their inservice priorities. (shrink)

The prime concern of education is to evolve the good, the true and the divine in man so as to establish a moral life in the world. It should essentially make a man pious, perfect and truthful. The welfare of humanity lies neither in scientific or technological advancements nor in acquisition of material comforts. The main function of education is to enrich the character. What we need today more than anything else is moral leadership founded on courage, intellectual integrity and (...) a sense of values. Since education is a powerful instrument of social change and human progress, it is also a powerful tool to cultivate values in an individual. Therefore all the educational institutes have greater responsibility to impart learning and cultivation of values through education. For inculcating values many educationists have suggested different ideas such as : provision of value based curriculum, designing special orientation program for teachers, value based foundation courses, publication of literature based on values, necessity to develop code of conduct for teachers and students, inculcation of philosophical viewtowards life among teachers and students. Further to cultivate values among the new generations we are to design a curriculum from out of our accumulated cultural heritage. (shrink)

Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children (...) and Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship. (shrink)

Education professionals, such as teachers, policymakers, and school leaders, come to ethical deliberation with diverse views based not only on their different role obligations but also on different epistemic and moral norms. In this paper Daniella Forster argues that mental normativity — the ethics of belief — has professional implications especially significant in education, given the narrowing of teacher education and the polarization of public discourse about educational issues. Using case studies may be useful method for increasing (...) interpersonal reflective equilibrium about ethical issues in education; moreover, Forster suggests here that the moral evaluation of belief practices may also be amendable. Readers are invited to consider how generating insights into the moral evaluation of diverse beliefs and belief practices in education provides additional conceptual tools for elevating public dialogue through normative case-based dilemmas. (shrink)

The broad success of the 2018–2019 #RedforEd movement in achieving more equitable outcomes for not only teachers but also other constituents in the community has generated interest in the role of teacher strikes in defending the common good. My article contributes to this conversation by interpreting the demands made by teachers and paraprofessionals and school-related personnel in the 2019 Chicago Public Schools strike through an ethics of care. Enlisting the notions of caring-for, completion, and competence from care (...) ethics, this analysis elucidates the strike demands–namely, smaller class sizes, more bilingual education teachers and special education teachers, and adequate staffing of PSRPs providing wraparound services for high-needs students–as aiming at securing conditions for CPS faculty to provide better care for their students. This article also brings to light the varied and complex requirements placed on CPS faculty in their caring work in schools and as such, proposes an educator’s ethical commitment to care for students as one plausible reason for some educators to leave the classroom for the picket line. I suggest, further, that educators, by striking, are enacting a political form of caring termed caring-with alongside fellow citizens and advocating collective responsibility in caring for all persons as care receivers and care givers. The 2019 CPS strike can therefore be seen as a response not only to disinvestment in public schools and teachers, but to the broader crisis of care deficit and democratic deficit in society. (shrink)

Contemporary socio-political issues often seen as socially controversial and highly politicised topics, such as anthropogenic climate change, public scepticism over preventive public health measures during pandemics such as COVID-19, and Indigenous sovereignty, lands rights, and ways of knowing, being and doing, highlight the need for education to address such issues more effectively. Controversial issues do not exist in isolation. They are connected to questions of order, interpretation, meaning-making, ethics, and why and how we live, i.e., to philosophical questions. (...) We argue that philosophical inquiry is essential for dealing with controversial topics in the classroom. However, we point to the need for teachers to understand the role of the community of inquiry in addressing such topics. This has implications for teacher preparation. We, therefore, examine John Dewey’s use of experiential education to argue for rethinking teacher preparation, especially when dealing with controversial topics which point to the need for greater emphasis on how best to engage with them philosophically. To this end, we will argue in favour of a reconstruction of educational philosophy, specifically the community of inquiry, by integrating a Deweyan inspired place-based education that emphasises environment, experience, and social reconstruction learning. (shrink)

Public engagement is one of the three legs which support and underpin a restructured and transformed post-apartheid higher education system in South Africa (along with teaching and research). This third sector role of higher education is widely implemented in South Africa and is described differently by different institutions and entails a diverse range of activities, which include service learning. In the South African context we argue that building our understanding of the meanings of public engagement through engagement (...) is vital. In this paper we explore teacher education students ' engagement with service learning as a form of public engagement in higher education in South Africa. (shrink)

American universities are increasingly proactive in dealing with conflict of interest problems of their faculty. Changing social norms, publicized scandals, and more have made both university administrators and faculty extra alert to the dangers of faculty infidelity to their roles as teachers and scholars. Personal interests — both financial and non-financial — appear increasingly to pressure faculty to behave inappropriately. Most faculty members resist those pressures. Yet, enough conduct that either is, or appears to be, improper has occurred to prompt (...) the adoption by universities of an ever-more complex regulatory regime. This regime no longer relies primarily upon threats of after-the-fact punishment for gross deviations from professorial norms. Instead, universities have also enacted a wide array of in-advance restrictions. These include required disclosures by faculty members of certain private interests, prohibitions of specific faculty behavior, and specified instances in which faculty members must temporarily withdraw from their professorial roles in light of their private interests. This article draws especially upon the author’s experience at the University of California to illustrate the new system of regulation. (shrink)

Pierre Hadot's analysis of the role of ancient philosophical discourse in the formation of a philosophical self allows us to extend to the interpretation of Aristotle the counter-Heideggerian Platonic hermeneutics of Gadamer, Strauss and Klein. Central to Plato's and Aristotle's rhetorical/pedagogical strategy is the development of the language of theoria to formulate the goal of philosophical formation. ;Traditional meanings of theoria refer to attendance at public festivals and consultation of oracles. Plato first extends its meaning to express the (...) vision of timeless truths. However, he does not give theoria a single meaning intended to express the philosophical experience, but has Socrates employ it dialectically according to the characters and aspirations of diverse interlocutors. ;Aristotle gives the language of theoria a twofold development, systematically forging a language for acts of cognition while also reshaping the objects of his students' aspirations. In the Nicomachean Ethics , he exploits the aristocratic aspiration to preeminence that aims at rule, replacing the statesman with the philosopher as object of emulation. The language of theoria in the final chapters borrows grandeur from the objects that at this point wisdom is said to pursue, the stars and cosmos; as in the Republic, the human mind is said to enjoy godlike theoria. In his natural philosophy, Aristotle shifts the focus from stars to animals; theoria loses the grandeur it had in the Ethics and comes to express the thoughtful observation of the causes of natural phenomena. ;In the Metaphysics, Aristotle makes more explicit the ethics proper to the life of inquiry, based on the radical experience of aporia about the most fundamental questions of being and the shared attempt to formulate these questions and pursue answers within the Lyceum culture. It involves liberation from the admiration accorded the transcendently wise man and delivering oneself to wonder at the most puzzling questions. This dissolution of the emulous relationship between teacher and student entails the creation of a greater distance between human and diving thought; in the theology of Book Lambda, theoria refers only to human thought, which cannot attain the same perfection as divine noesis. (shrink)

The present study explored the role of emotion regulation and emotion lability/negativity as a moderator in the relation between child social avoidance and social adjustment in Chinese culture. Participants were N = 194 children recruited from nine classrooms in two public kindergartens in Shanghai, People’s Republic of China. Multi-source assessments were employed with mothers rating children’s social avoidance and teachers rating children’s emotion regulation, emotion lability/negativity and social adjustment outcomes. The results indicated that the relations between social avoidance (...) and social adjustment difficulties were more negative among children lower in emotion regulation, but not significant for children with higher emotion regulation. In contrast, the relations between social avoidance and social adjustment difficulties were more positive among children higher in emotion lability/negativity, but not significant for children with lower emotion lability/negativity. This study informs us about how emotion regulation and emotion lability/negativity are jointly associated with socially avoidant children’s development. As well, the findings highlight the importance of considering the meaning and implication of social avoidance in Chinese culture. (shrink)

The purpose of our research was to explore the impact of fine arts education on psychological wellbeing among undergraduate students through moderating role of creativity and self-efficacy. Art is the most effective medium for expressing human ideals, culture, identity, lifestyles, emotions, and societal experiences. Cross-sectional research was carried out on 376 undergraduates in the 2022–2023 academic year at the public and private Chinese universities, and those students who are currently enrolled in fine arts courses. A link to the (...) Google Doc survey was sent through email and social media channels. The time frame of the data collection was 3 months, from February 2022 to April 2022. While analyzing the obtained data, we used IBM SPSS version 25, which includes both descriptive and inferential statistics. The overall results of the study indicate that the fine arts education positively and significantly influences psychological wellbeing. Moreover, findings also indicate that the creativity and self-efficacy positively and significantly moderate the relationship between fine arts education and psychological wellbeing. The study highlighted the significance of fine arts education in Chinese students. Through this study, students studying in this field should be made more aware of the importance of fine arts education and its link with psychological wellbeing. Further, art courses should be added to the curriculum at different levels of education to boost the creativity and self-efficacy of higher education students in China. Implications for parents, students, and teachers are also discussed. (shrink)

When trying to help teachers cope with the critical situations they face in classrooms, public policies are mainly concerned with improving initial teacher training. I claim in this article that the role of lifelong learning should no longer be undermined and that the design of teachers' training should be supported by a thorough examination of the cognitive processes involved. A faulty view of cognition may explain both our emphasis on initial training and most of the difficulties faced (...) in designing teachers' training. Searching existing alternative metaphors of cognition and investigating new ones constitutes a way of coping with these problems: first to design new forms of training, second to understand the processes involved in innovative training methods that have already been implemented. My focus in this article is precisely the ‘metaphor of cognition’ that underlies innovative teacher training methods. This metaphor is based on Peirce's pragmaticism, and it describes teachers' training as a process of taking and changing habits. This article mainly investigates the links between Peirce's later semiotics, Merleau-Ponty's Phenomenology of Perception and Varela's theory of enaction, in order to propose a threefold definition of ‘habit’ and define the notion of ‘educational gesture’, which constitutes a translation of the concept of habit in the field of education and training. (shrink)

_Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators._ The_ Handbook of Research on Teacher Education_ was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. (...) Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. _The Association of Teacher Educators is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org _. (shrink)

This Teacher Education Project is an intervention research aimed at creating new school roles for educating students as readers and writers as well as citizens. The methodological framework was based on Vygotsky’s discussions of method as praxis, as well as on both the Marxist practical–materialistic–revolutionary activity and Engeström’s extensions of Cultural Historical Activity Theory. The work at school was motivated by students’ limited awareness of reading and writing. The goal was to involve the school as a community in understanding (...) and transforming the ways in which reading and writing were addressed in classrooms. The methodology used for organizing and carrying out the project was devised so as to allow for three activity systems that partially interact with their objects – that is, reading and writing as tools for teaching-learning in different areas in order to constitute students as citizens. However, for this paper, we will focus solely on the Teacher Education Activity System, which we termed Teacher Support Team. Three episodes are discussed in this paper: Two video sessions with the Teacher Support Team, the first of which took place in 2010, and the second in 2011; and a classroom reading class session that was videotaped in 2011 as part of the Teacher Support Team work. The theoretical and practical work developed was targeted at creating a mutual Zone of Proximal Development that supported teachers, coordinators, and the principal, through the appropriation of reading and writing as processes. The results show that the organization of the project as interrelated activity systems enhanced the entire school’s prospects of appropriating the reading and writing teaching-learning processes, by focusing on the same object, in the diverse systems that framed the project. (shrink)

This article sets out to examine the role of teacher research and enquiry in the professional development of teachers. The context derives from the initiative of the Scottish Executive to enhance the status and working conditions of teachers. We consider the extent to which continuing professional development activities arising out of the Chartered Teacher Programme encourage teachers to value research, equip them to become research-minded and support them to engage in research and enquiry in their own professional (...) contexts. (shrink)

In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners’ educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners’ academic achievement. Learners are required to have some sense of belonging to (...) improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners’ academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners’ foreign language learning. (shrink)

This article addresses the unique role performed by social foundations programs in colleges of education and in addressing broader issues facing education today, which fundamentally include the development of interpretive, normative, and critical perspectives in academia. All three perspectives serve to create a scholarly framework within which students and academicians interpret and normatively reflect upon existing educational, political, historical, religious, economic, and social institutions critically. In other words, although many departments in colleges of education tend to fulfill the functional, (...) professional, and institutional requirements essential in preparing future teachers to enter public and private schools, social foundations programs utilize interdisciplinary expertise, primarily from the social sciences and humanities, to explicate extrainstitutional critiques, interpretations, and normative analyses of existing social structures, including schools. Although social foundations programs perform a variety of academic functions, it is this unique reflexive and normatively critical capacity?what critical theorists refer to as ideology critique?that augments social foundations programs and informs present and future scholars in the field. (shrink)

The publication of Circular 14/93 'Initial Training of Primary School Teachers' (DfE 1993) sees yet another attempt to redefine and control the objectives, methods, outcomes and location of initial teacher education. It implies changes in the role of subject studies in initial teacher education, although its prescriptions in this regard are elusive. The interpretation and implications of these changes for subject studies are the focus of this paper. It reviews the current role of subject studies in (...) primary initial teacher education and outlines those elements of the Circular which will impact upon those roles. Inconsistencies in the Circular are identified. Critiques of the current role of subject studies are used to suggest how the generalised statements about levels of competence in the Circular can be expanded to redefine subject studies. The paper sets out the criteria subject studies will have to adopt to enact the expanded and more clearly defined roles required if they are to meet the objectives of the Circular. The paper specifically addresses the implications for subject studies courses of differentiated subject training for specialist and generalist primary school teachers. (shrink)

The publication of Circular 14/93 'Initial Training of Primary School Teachers' sees yet another attempt to redefine and control the objectives, methods, outcomes and location of initial teacher education. It implies changes in the role of subject studies in initial teacher education, although its prescriptions in this regard are elusive. The interpretation and implications of these changes for subject studies are the focus of this paper. It reviews the current role of subject studies in primary initial (...) teacher education and outlines those elements of the Circular which will impact upon those roles. Inconsistencies in the Circular are identified. Critiques of the current role of subject studies are used to suggest how the generalised statements about levels of competence in the Circular can be expanded to redefine subject studies. The paper sets out the criteria subject studies will have to adopt to enact the expanded and more clearly defined roles required if they are to meet the objectives of the Circular. The paper specifically addresses the implications for subject studies courses of differentiated subject training for specialist and generalist primary school teachers. (shrink)

Students’ affective learning is critical for their academic success; therefore, considerable attention has been devoted to the role of various student-related and teacher-related factors as predictors of student affective learning. Notwithstanding, the impact of two important teacher-related factors, namely teacher–student rapport and teacher support, has not been adequately researched. To address this gap, the present study sought to explore the role of teacher support and teacher–student rapport in Chinese English as a foreign (...) language students’ affective learning. To do so, three valid inventories of the variables were administered to 497 Chinese EFL students. Performing correlational analyses, favorable associations were found between teacher–student rapport, teacher support, and student affective learning. The predictive power of teacher support and teacher–student rapport was assessed using structural equation modeling. Chinese EFL students’ affective learning was shown to be largely influenced by teacher–student rapport and teacher support. The pedagogical implications and future directions are also discussed. (shrink)

This article examines the influence of a teacher education program designed to promote aspects of critical multicultural citizenship on the views of preservice teachers’ concerning citizenship education for culturally diverse contexts. The findings are based on a case study of four minority preservice teachers who attended a large research university in the Southwest and who expressed beliefs related to critical multicultural citizenship. Two questions guided this study: Where did participants acquire their views on citizenship and citizenship education? What (...) class='Hi'>role did their teacher education program play in fostering their views of citizenship education? Findings from this study illuminated nuances in the interaction between participants’ prior beliefs about teaching for citizenship education and those ideas expressed in the teacher education program. While participants clung soundly to prior experiences, they often borrowed terminology and tools that were explicitly conveyed in the teacher education program to both express their ideas and to frame their classroom practices. Implications for teacher educators are discussed. (shrink)

Understanding the role of teachers’ facial expressions in students’ learning is helpful to improve online teaching. Therefore, this study explored the effects of teacher’s facial expressions on students’ learning through analyzing three groups of video lectures. Participants were 78 students enrolled in three groups: one with an enhanced-expression teacher, one with a conventional-expression teacher, and one with the teacher’s audio only. ANOVA was used to explore whether video lectures instructed by the enhanced-expression teacher were (...) better than those instructed by the conventional-expression teacher and the audio-only teacher for facilitating students’ learning, and what is the role of the teacher’s emotions in students’ perceived social presence, arousal level, cognitive load, and learning. The results showed that the video lecture by the enhanced-expression teacher was better than those with the conventional-expression teacher and with the audio-only for facilitating students’ social presence, arousal level, and long-term learning. Interestingly, it was found that the teacher’s emotions could relieve students’ cognitive load. These results explained the inconsistency of existing studies by exploring the mechanism of teachers’ emotions in students’ learning. It also provides teachers with practical guidance for video lecture design. (shrink)

Previous studies have focused on individuals learning from observing a model to be able to produce the modeled behavior. However, there is a lack of studies emphasizing the perspective of being observed to understand the role of perceived value and stress when teachers act as a teaching model. To address this gap, the present study explored the correlates between teachers’ teaching beliefs, perceived value, psychosocial stress, and continuous intention to be the observed teaching model in classroom observations. Data of (...) 349 respondents were usefully collected, and confirmatory factor analysis with structural equation modeling was performed. Results showed that teachers’ constructivist belief in teaching was positively related to perceived value of being observed and getting feedback, but was negatively related to psychosocial stress. Perceived value was positively related to continuous intention to be observed in future classroom observations, but perceived psychosocial stress was not significantly related to continuous intention. The results of this study can be applied to encourage those who are resistant to presenting their teaching experience in classroom observations. (shrink)

This article reports on an EU-funded project conducted in Greece, Portugal, England and Wales. Data were collected from male and female student teachers using surveys, interviews and focus groups. The project investigated their understanding of citizenship and the role of men and women in public and private life. Pateman's concept of a sexual contractwas used to discover how student teachers understood changing relations between men and women. Young professionals in each country had relatively similar representations of the (...) class='Hi'>public sphere, which was seen as a distant sphere in which masculine power was unchallenged. The tension between power and femininity was articulated differently by men and women. Cross-national comparisons revealed how women in different European countries struggle over gender relations in family life and in everyday social contexts. Although gender relations are changing, the primary context for female citizenship is still predominantly the family. The sexual contract remains therefore a key theme to be considered in relation to the education of citizens. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Music Teacher Education in Japan:Structure, Problems, and PerspectivesMasafumi OgawaSchool music education in Japan is in a less than ideal situation. In April 2002, the new course of study was implemented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).1 The total number of music classes in the new curriculum was reduced to 33% of what it had been by the end of 2002. The reduction went (...) from two hours of music classes every week in grades one through nine to one hour in grades five through nine. This inevitably caused many problems. First, it became very difficult to teach music sequentially and instead music classes tended to be fragments of introductory experiences taught as disconnected activities. In this situation, it has been difficult for students to develop musical knowledge and skills. Second, the number of full-time music teachers was reduced greatly. It became common for a music teacher to teach at more than two schools in order to fill a full-time assignment. In some scenarios, many full-time music teachers were replaced with part-time teachers or teachers of other subjects. Music teachers have become disposable.Many music teachers are losing their effectiveness in the classroom. Students consider school music classes as a time to relax compared with other "intellectual subjects."2 They sometimes question music as an essential subject because they [End Page 139] do not value the developing skills that music requires or studying the theory of music. They believe that they can enjoy music outside of school anyway. Consequently, they are quite reluctant to participate in music classes and so behavioral problems arise and classroom management becomes more difficult. Some teachers attempt to force students to obey and force them to order; other teachers totally give up and let students behave as they like in class.3 In either case, teachers and students do not relate well to each other. It is not an exaggeration to say that school music in Japan is at risk of collapsing altogether and disappearing from the curriculum.One of the reasons for this, I believe, is that we have not wrestled with the fundamental problems of school music education until today. We might have intentionally avoided reviewing and criticizing the curriculum, expectations, and purposes of music education because it has been taboo to discuss the national standards, particularly for public school teachers to do so. Social and environmental conditions have changed greatly since the current system of Japanese education was established in 1947. It is obvious that the existing system does not match the new conditions.I strongly feel that it is time to review and reexamine what our pioneers of music education and the government had achieved in the field of music education. If we continue to avoid doing so, music in the schools will face serious consequences. In this paper, I discuss some of the fundamental issues of music teacher education in Japan. There are two reasons for focusing on music teacher education. First, starting with music teacher education is most important because music teachers have the most significant roles in school music education. Second, I have been engaged in music teacher education for seventeen years, and this is not only my research area but also an area in which, as an insider, I can offer direct insights. I will limit this essay to looking at the preparation of teachers in music for elementary and middle schools (grades 7 to 9).StructureThe course of study (COS) is a set of national curriculum standards for kindergarten, elementary, middle, and high school, and schools for the handicapped and is issued by the MEXT.4 All schools, public or private, are required to follow these standards. No other curriculum is allowed. Therefore, in Japan, the COS is law through which the government controls all educational actions. The COS was first issued in 1947 and has been revised seven times.5 The most recent revision was announced in December 1998 for kindergarten, elementary, and middle schools, and in March 1999 for the other levels. All schools in Japan were required to implement the revised COS by April 2002. [End Page 140]The COS of... (shrink)

English for specific purposes has been conceptualized by its leading scholars, like Hutchinson and Waters or Dudley-Evans and St. John, as a multi-stage process, where the ESP practitioner fulfils a variety of roles, including that of learner needs researcher, course designer, language instructor, learning assessor, and course evaluator. The performance of these roles requires considerable knowledge of a linguistic, socio-cultural and pedagogical nature, necessary to inform the teacher’s cognitive processes, par- ticularly those involved in course decision making. The necessary (...) professional knowledge of the ESP teacher, which is gained through professional school- ing, teacher training, and teaching experience, comprises both relevant theo- retical concepts and performance skills. It di- rectly impacts on all stages of the ESP process, namely the planning, design, teaching, assessment and evaluation of a course, largely determining its quality. The present paper focuses on ESP teacher cognition, especially those cognitions that are involved in course design, informing the teacher’s choices of course parameters and instructional practices. Elaborating on the concepts developed by language cognition scholars, like Shulman, Andrews, and Borg, the author tries to outline the in- ternal structure of ESP teacher cognition and describe the function of each subordinate knowledge base. The paper also presents the preliminary results of a small-scale exploratory study into the professional cognition of 13 teachers of Legal and Business English employed at the University of Warsaw. (shrink)

Given the centrality of English as a Foreign Language students’ wellbeing in their academic success, identifying factors that may be influential in fostering students’ well-being is of high importance. As such, several studies have delved into the role of various personal and interpersonal factors in increasing EFL students’ well-being. However, little attention has been devoted to the function of teacher-student rapport. Besides, no systematic or theoretical review has been conducted in this regard. To address these gaps, the present (...) study intends to illustrate different definitions of student well-being and teacher-student rapport, their sub-components, and their theoretical relations. Building upon the theoretical and empirical bases, the facilitative function of teacher-student rapport in increasing EFL students’ well-being was proved. Some beneficial implications are also discussed. (shrink)

With the rise of positive psychology, the role of teachers’ emotions and interpersonal communication skills has been recently highlighted in the literature. However, the preventive role of teacher enthusiasm and clarity in reducing EFL students’ boredom has not caught sufficient attention among L2 scholars. Against this gap, this article, first, presented the definitions, dimensions, and conceptualizations of teacher enthusiasm, clarity, and students’ boredom. Next, theoretical and empirical backgrounds were provided to support the claim that enthusiasm and (...) clarity of EFL teachers can stop students’ classroom boredom. Additionally, the study presented the implications and future directions of this line of research for different people such as EFL teachers, teacher trainers, and L2 scholars. The ideas can improve their awareness of teachers’ positive emotions, interpersonal skills, and their roles in L2 education. (shrink)

News media coverage on education plays a ?uniquely important role in shaping public opinion?, can influence educational policy, and can affect and concern teachers. Yet, research examining how teachers have been represented in the news is scarce. What is particularly scarce are investigations with a historical dimension. The study reported in this paper is offered as a contribution towards rectifying the deficit and pointing the way towards one of a number of avenues of research that other scholars in (...) the field could take for various contexts (including different countries) and time periods. It is part of a much larger study whose aim was to provide a historical analysis of The West Australian newspaper?s representation of teachers in its reporting of five major educational developments in the State of Western Australia that were the subject of sustained coverage at various times between 1987 and 2007. The specific topic which is the focus of the analysis presented in this paper is ?standardized testing? (shrink)

In the former 20 years, professional identity has arisen as a different study domain in the area of language instruction and education. Educators’ professional identity frames educators’ explanation of their functions, academic changes, and alterations in syllabi, class exercises, utilization of approaches and strategies, and their connection to other problems in the academic setting. Also, well-being is one of the elements in which its influence and connection with identity are noted in various studies. However, their roles in professional development have (...) not been examined; hence, this review of literature aimed to investigate the role of these constructs in professional development which is regarded as a noteworthy aspect of teacher quality. In a nutshell, some implications are proposed for the scholastic stakeholders. (shrink)

Recent years have seen a concerted and systematic move towards a school-led system of initial teacher training in England. The role of universities, and particularly their part in engaging new teachers with educational theory, has been radically challenged. Only around half of new entrants to the profession now follow university-based training routes. These seismic changes to teacher education have been driven through with a minimum of formal consultation or public debate. In this urgent and compelling pamphlet, (...) Janet Orchard and Christopher Winch argue for a conception of teachers as professionals who require a deep understanding of the conceptual, empirical and normative dimensions of educational practice. They explain why university education departments are better placed than schools to help beginning teachers acquire that understanding. And they propose a significant expansion of initial teacher education, with full licensure contingent on completion of both a preliminary teaching qualification and a higher grade apprenticeship in the first two years of employment. Teachers need educational theory because they must understand what they are doing and why they are doing it, and must be able to think intelligently about how to do it better. At present, universities have the capacity and the expertise to meet this need. But they may not have it for much longer if the shift to school-based teacher education continues unabated. (shrink)

Our concern in this essay are the roles of religious conviction in what we call a “publicly justified polity” — one in which the laws conform to the Principle of Public Justification, according to which (in a sense that will become clearer) each citizen must have conclusive reason to accept each law as binding. According to “justificatory liberalism,”1 this public justification requirement follows from the core liberal commitment of respect for the freedom and equality of all citizens.2 To (...) respect each as free and equal requires that no one simply be forced to submit to the judgments of others as to what she must do. Laws must be justified to those subject to them — each must accept grounds that justify the law. As Kant indicated, if such a condition is achieved, each is both subject and legislator: each is subject to the law, yet each legislates the law, and so all our free and equal under the law.3 Now it would appear that if we are to justify laws to each and every person, the reasons for these laws must be “accessible to all.”4 Religious reasons, however, are not shared by everyone, and may be inaccessible to some: they would thereby seem inappropriate in public justification. On the face of it, justificatory liberals seem committed to expunging religious-based reasoning from political justification. Not surprisingly, this apparent commitment of justificatory liberalism is adamantly rejected by many citizens of faith who consider themselves liberals. These citizens embrace the traditional liberal freedoms and rights and, moreover, reject any suggestion that a legitimate polity might seek to establish a religion, much less a theocracy. Yet they.. (shrink)