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HANDBOOK OF TEACHER EDUCATION Globalization, Standards and Professionalism in Times of Change Edited by TONY TOWNSEND Florida Atlantic University, Boca Raton, U.S.A and RICHARD BATES Deakin University, Geelong, VIC, Australia A C.I.P Catalogue record for this book is available from the Library of Congress ISBN-10 1-4020-4773-8 (ebook) ISBN-13 978-1-4020-4773-2 (ebook) ISBN-10 1-4020-4772-X (HB) ISBN-13 978-1-4020-4772-5 (HB) Published by Springer, P.O Box 17, 3300 AA Dordrecht, The Netherlands www.springer.com Printed on acid-free paper All Rights Reserved © 2007 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work Printed in the Netherlands TABLE OF CONTENTS PREFACE ix SECTION ONE GLOBALIZATION AND DIVERSITY: PROMISE OR PROBLEM? TONY TOWNSEND AND RICHARD BATES / Teacher Education in a New Millennium: Pressures and Possibilities JONATHAN JANSEN / Learning and Leading in a Globalized World: The Lessons from South Africa AHMED M AL-HINAI / The Interplay between Culture, Teacher Professionalism and Teachers’ Professional Development at Times of Change KONAI HELU THAMAN / Partnerships for Progressing Cultural Democracy in Teacher Education in Pacific Island Countries JANINKA GREENWOOD AND LIZ BROWN / The Treaty, the Institution and the Chalkface: An Institution-wide Project in Teacher Education IVAN REID, KEVIN BRAIN AND LOUISE COMERFORD BOYES / Where have all the Teachers Gone? Gone to be Leaders, Everyone 25 41 53 67 79 SECTION TWO STANDARDS AND ACCOUNTABILITY: WHAT DOES IT MEAN TO BE A GOOD TEACHER AND HOW CAN WE MAKE IT HAPPEN? 10 11 DAVID G IMIG AND SCOTT R IMIG / Quality in Teacher Education: Seeking a Common Definition MIKE NEWBY / Standards and Professionalism: Peace Talks? RICHARD BATES / Regulation and Autonomy in Teacher Education: System or Democracy? LAWRENCE ANGUS / Globalisation and the Reshaping of Teacher Professional Culture: Do We Train Competent Technicians or Informed Players in the Policy Process? AYSEN BAKIOGLU AND OZGE HACIFAZLIOGLU / Academics’ Perceptions of Private University Establishment Standards and Teaching Quality v 95 113 127 141 157 vi CONTENTS SECTION THREE TEACHER PREPARATION: GETTING THE BRIGHTEST AND MAKING THEM THE BEST 12 13 14 15 16 17 18 19 20 BEVERLEY JANE / Mentoring in Teacher Education: An Experience that Makes a Difference for Fledgling University Students JANETTE RYAN / Exploring ‘Lifewide Learning’ as a Vehicle for Shifting Pre-service Teachers’ Conceptions of Teaching and Learning DAVID ZYNGIER / Productive Pedagogies: Seeking a Common Vocabulary and Framework for Talking about Pedagogy with Pre-service Teachers ROBERT P PELTON / From Performing to Performance: Can the Repositioning of Teacher Candidates Create a Measurable Impact on Children’s Achievement While Developing Positive Teaching Dispositions? RUTH GORINSKI AND GLORIA ABERNETHY / Maori Student Retention and Success: Curriculum, Pedagogy and Relationships MAHMOUD AL-WEHER AND MAJED ABU-JABER / The Effectiveness of Teacher Preparation Programs in Jordan: A Case Study LYDIA PUNGUR / Mentoring as the Key to a Successful Student Teaching Practicum: A Comparative Analysis TERI C DAVIS AND BARBARA MOELY / Preparing Pre-service Teachers and Meeting the Diversity Challenge through Structured Service-learning and Field Experiences in Urban Schools LORELEI CARPENTER AND BETTE BLANCE / Teaching Internships and the Learning Community 179 193 205 219 229 241 267 283 301 SECTION FOUR TEACHER INDUCTION: FROM NEOPHYTE TO PROFESSIONAL IN THREE EASY STEPS 21 22 23 24 25 26 IRIS RIGGS AND RUTH SANDLIN / Workplace Contexts of New Teachers: An American Tradition of “Paying One’s Dues” H JAMES MCLAUGHLIN AND GAIL E BURNAFORD / Re-thinking the Basis for “High Quality” Teaching: Teacher Preparation in Communities ZACHARIAH O WANZARE / The Transition Process: The Early Years of Being a Teacher JULIE KIGGINS AND BRIAN CAMBOURNE / The Knowledge Building Community Program: A Partnership for Progress in Teacher Education VICTOR FORRESTER AND JANET DRAPER / Newly Qualified Teachers in Hong Kong: Professional Development or Meeting one’s Fate? JANET DRAPER, FIONA CHRISTIE AND JIM O’BRIEN / Meeting the Standard? The New Teacher Education Induction Scheme in Scotland 317 331 343 365 381 391 CONTENTS vii SECTION FIVE CONTINUOUS DEVELOPMENT OF TEACHERS: THE CHALLENGE TO CHANGE 27 28 29 30 31 32 33 34 35 36 37 MARION MEIERS / Teacher Professional Learning, Teaching Practice and Student Learning Outcomes: Important Issues CHENG MAY HUNG, AU KIT OI, PANG KING CHEE AND CHEUNG LAI MAN / Defining the Meaning of Teacher Success in Hong Kong IVAN REID, KEVIN BRAIN AND LOUISE COMERFORD BOYES / Networked Learning Communities: Joined up Working? CHARLES PODHORSKY AND DOUGLAS FISHER / Lesson study: An Opportunity for Teacher Led Professional Development MICHAEL AIELLO AND KEVIN WATSON / An Alternative Approach to CPD: an Evaluation of the Impact on Individual and Institutional Development of an Action Learning Programme Run in Partnership by an HE institution (HEI) and a Sixth Form College (SFC) RUTH GORINSKI / Building Leadership Capability through Professional Development: A New Zealand Case Study Analysis JILL SMITH / A Case Study: The Dilemmas of Biculturalism in Education Policy and Visual Arts Education Practice in Aotearoa-New Zealand HARRISON TSE / Professional Development through Transformation: Linking Two Assessment Models of Teachers’ Reflective Thinking and Practice AMY A.M YIP / Action Research and Tacit Knowledge: A Case of the Project Approach MARGARET TAPLIN, DOROTHY NG FUNG PING AND HUANG FUQIAN / The Impact of a Collaborative Model for Curriculum Restructuring on Teachers’ Professional Growth DANJUN YING / Teacher Educators’ Collaborative Inquiry in a Context of Educational Innovation in China – A Case Study of RICH as a Learning Community 409 415 433 445 457 465 479 495 507 523 539 SECTION SIX THE REFLECTIVE PRACTITIONER: THE WAY FORWARD 38 NEIL HOOLEY / Participation and the Question of Knowledge 39 ALEX MOORE / Understanding the Social Self: The Role and Importance of Reflexivity in Schoolteachers’ Professional Learning 40 JOHN LOUGHRAN / Teachers as Leaders: Building a Knowledge Base of Practice through Researching Practice 41 CHRISTOPHER DAY / School Reform and Transitions in Teacher Professionalism and Identity 557 571 585 597 viii 42 CONTENTS EILEEN HONAN / Teachers Engaging in Research as Professional Development 613 SECTION SEVEN THE IMPACT OF TECHNOLOGY: TOOL OF THE TRADE OR THE TERROR FOR TEACHERS? 43 44 45 46 47 48 GLENN RUSSELL AND GLENN FINGER / ICTs and Tomorrow’s Teachers: Informing and Improving the ICT Undergraduate Experience PAUL GATHERCOAL, JUDITH CROWE, SILVA KARAYAN, THOMAS MCCAMBRIDGE, SUSANNE MALISKI, DOUGLAS O LOVE AND GERRY W MCKEAN / Webfolios: Authentic of State and Accreditation Standards MURIEL WELLS / Collaborative Online Projects in a Global Community MANJULA WANIGANAYAKE, SUSAN WILKS AND RON LINSER / Creating Thinking Professionals: Teaching and Learning about Professional Practice Using Interactive Technology CHRISTINE GARDNER AND JOHN WILLIAMSON / The Complexities of Learning to Teach: “Just What Is It That I Am Doing?” GLENN RUSSELL AND GEOFF ROMEO / Pre-Service Teachers Self-perceptions of ICTE: An Australian Perspective 627 641 657 675 691 711 AFTERWORD RICHARD BATES AND TONY TOWNSEND / The Future of Teacher Education: Challenges and Opportunities 727 APPENDICES The Editors Information About the Authors 737 739 INDEX 745 PREFACE This book has its origins in conversations that started when the International Council on Education for Teaching (ICET) and the Australian Teacher Education Association (ATEA) jointly agreed to co-sponsor a World Assembly of Teacher Educators in Melbourne in July 2003, hosted by Monash University The editors of this book were not only intimately involved in the management of the conference but had also been key figures in the Associations involved Tony Townsend had been secretary, and on the national board of the South Pacific Association for Teacher Education (SPATE), which later became ATEA and had previously managed a SPATE conference in Frankston, Australia, in the 1980s He is currently the President of ICET and now works at Florida Atlantic University Richard Bates has been a long time board member of ATEA and is currently President of that organization He is also a Board member of ICET The International Council on Education for Teaching (ICET) was founded in 1953 for the purpose of emphasizing international cooperation in educational development in order to improve the quality of teacher education as well as to expand global educational opportunities for people in teacher education Since that time, ICET has developed into an international association of practitioners of teacher education, policy and decision-makers in education, government and business dedicated to global development through education ICET is a Non-Governmental Organization (NGO) and participates in NGO meetings and other UNESCO-sponsored conferences around the world Scholars, administrator, practitioners from universities, colleges, departments and institutes of education as well as members of government ministries, the teaching profession and business leaders that are interested in educational development participate in ICET and share their ideas, research and experience with other professionals from around the world The main goals of ICET are: ● To foster international cooperation in improving the quality of preparation of teachers, administrators and other education specialists through the development of national, regional and international networks ● To promote cooperation between higher education institutions, government and the private sector to develop a worldwide network of resources for innovative programs in international educational development ● To provide an international forum for the exchange of information and the discussion of issues and trends in education and development ● To assist educational personnel training institutions all over the world to respond to the need for improved facilities, diversified curricula and alternative and nontraditional educational methods ix x PREFACE The Australian Teacher Education Association (ATEA) is the major professional association for teacher educators in Australia The mission of the Australian Teacher Education Association is to promote: ● The preservice and continuing education of teachers in all forms and contexts; ● teacher education as central in the educational enterprise of the nation; ● research on teacher education as a core endeavour The Association enacts this mission through several key strategies, namely: ● to foster improvement in initial teacher education; ● to engage in national advocacy for teacher education; ● to promote and support the teaching profession; ● to form strong links with individuals and organisations involved in educational change; ● to improve the nature, quality and availability of professional development for teachers educators, and ● to promote and disseminate research, ideas and practices, innovation and evaluation in teacher education The Melbourne Conference was a good example of ICET and ATEA at their best With a partnership between an international and a national association, it was able to bring key speakers and delegates from all over the world to consider its theme ‘Teachers as Leaders: Teacher Education for a Global Profession’ The keynote speakers and the papers contained topics of such interest that we felt that it was timely to gather together a series of perspectives of critical issues facing teacher education at this time This idea was supported by Michel Lokhorst, then editor of Kluwer-Springer and has been subsequently been followed through by Astrid Noordermeer of Springer The editors would like to acknowledge both people for their support, without which this book could not have been published In addition, we dedicate this book to the thousands of teacher educators around the world, many of whom are feeling under various types of pressure, from the community and the government, from lack of funding and other resources and from an increasingly difficult task that faces them, for their sustained commitment to developing young people into the teaching force necessary to confront a rapidly changing and increasingly complex world SECTION ONE GLOBALIZATION AND DIVERSITY: PROMISE OR PROBLEM? TONY TOWNSEND AND RICHARD BATES TEACHER EDUCATION IN A NEW MILLENNIUM: PRESSURES AND POSSIBILITIES INTRODUCTION Teacher education is currently facing a number of tensions as pressures have come from many quarters in the last decade, with perhaps the most intense focus being on the issue of teacher quality This call for an improvement in the quality of teachers is welcomed by many, but there are inherent dangers too Cochran-Smith (2004a, p 3) writes: Over the past several years, a new consensus has emerged that teacher quality is one of the most, if not the most, significant factor in students’ achievement and educational improvement In a certain sense, of course, this is good news, which simply affirms what most educators have believed for years: teachers’ work is important in students’ achievement and in their life chances In another sense, however, this conclusion is problematic, even dangerous When teacher quality is unequivocally identified as the primary factor that accounts for differences in student learning, some policy makers and citizens may infer that individual teachers alone are responsible for the successes and failures of the educational system despite the mitigation of social and cultural contexts, support provided for teachers’ ongoing development, the historical failure of the system to serve particular groups, the disparate resources devoted to education across schools and school systems, and the match or mismatch of school and community expectations and values Influenced by the new consensus about teacher quality, some constituencies may infer that “teachers teaching better” is the panacea for disparities in school achievement and thus conclude that everybody else is off the hook for addressing the structural inequalities and differential power relations that permeate our nation’s schools The issue of increasingly varied demographic conditions that have led to students from all over the world being in a single classroom, with the associated need for teachers to deal with multiculturalism, whether they like it or not, has created a new complexity not faced by most teachers a decade or so ago Teacher shortages in some parts of the world has led to the possibility of teachers moving from one country to another as the demand for teachers and associated wage rates make teaching a market unlike we have experienced before As teachers increasingly are blamed for lack of student performance, as politicians choose to offset any responsibility they have for the conditions under which teachers work, so too, teacher educators are targeted as being one of the problems associated with what is perceived to be low levels of student achievement T Townsend and R Bates (eds.), Handbook of Teacher Education, 3–22 © 2007 Springer Printed in the Netherlands INFORMATION ABOUT THE AUTHORS 741 Huang Fuqian is Professor in the Department of Theory of Curriculum and Instruction at South China Normal University in Guangzhou, China David Imig was President and CEO of the American Association of Colleges of Teacher Education (AACTE) from 1980–2005 and has recently accepted an appointment in the Curriculum and Instruction Department at the University of Maryland – College Park, USA Scott Imig is an assistant professor in the Curry School of Education at the University of Virginia, USA Danjun Ying is a lecturer in the English Department of the College of Foreign Languages at Zhejiang Normal University, in Jinhua, Zhejiang, People’s Republic of China Beverley Jane is a Senior Lecturer in the Faculty of Education at Monash University in Melbourne, Australia Jonathan Jansen is Professor and Dean of the Faculty of Education of the University of Pretoria in South Africa Silva Karayan is an Associate Professor of Education at California Lutheran University, in Thousand Oaks, California, USA Julie Kiggins is a lecturer in the Faculty of Education of the University of Wollongong, in Wollongong, Australia Ron Linser is the Role Play Simulations Director of Fablusi P/L, in Melbourne, Australia John Loughran is the Foundation Chair of Curriculum and Professional Practice and Associate Dean in the Faculty of Education at Monash University in Melbourne, Australia Douglas O Love is an Assistant Professor of Accounting at Illinois State University in Normal, Illinois, USA Susanne Maliski is a Teacher at Ascension Lutheran School in Thousand Oaks, California, USA Thomas McCambridge is an Assistant Professor of Education at California Lutheran University, in Thousand Oaks, California, USA Gerald W McKean is the Interim Chairperson, and an Associate Professor of Accounting at Illinois State University in Normal, Illinois, USA H James McLaughlin is Associate Professor and Director of Graduate Studies in the Department of Teacher Education at Florida Atlantic University, in Boca Raton, Florida, USA 742 INFORMATION ABOUT THE AUTHORS Marion Meiers is Senior Research Fellow for the Australian Council for Educational Research, in Melbourne, Australia Barbara E Moely is Professor Emerita in Psychology at Tulane University in New Orleans, USA Alex Moore is the Head of School and a Reader in Education at the School of Curriculum, Pedagogy and Assessment in the Institute of Education at the University of London, England Mike Newby is Emeritus Professor of Education at the University of Plymouth, England Dorothy Ng Fung Ping is a teaching fellow in the Faculty of Education at the University of Hong Kong, in Hong Kong, SAR Jim O’Brien is Vice Dean and Director of the Centre for Educational Leadership, Moray House School of Education, University of Edinburgh, Scotland Pang King Chee is Chief Executive of K C Pang Consultants Limited, Hong Kong, and is formerly Vice President of the Hong Kong Institute of Education, Hong Kong, SAR Robert P Pelton is an Associate Professor of Education and Professional Development School Coordinator in the Department of Education and Social Sciences at Villa Julie College in Stevenson, Maryland, USA Charles P Podhorsky is an Administrator and Induction Program Coordinator for the City Heights Educational Collaborative, in San Diego, California, USA Lydia Pungur is a full time doctoral student in the Department of Educational Policy Studies at the University of Alberta in Edmonton, Canada Ivan Reid is Professor of Sociology of Education and Director of the Unit for Educational Research and Evaluation at the University of Bradford, England Iris Riggs is a Professor and Associate Dean in the College of Education, California State University, San Bernardino, USA Geoff Romeo is a Senior Lecturer in the Faculty of Education at Monash University in Australia Glenn Russell is a Senior Lecturer in the Faculty of Education at Monash University Australia Janet Ryan is a Senior Lecturer in the Faculty of Education at Monash University Australia Ruth Sandlin is a Professor and Chair of the Department of Educational Psychology and Counseling, California State University, San Bernardino, USA INFORMATION ABOUT THE AUTHORS 743 Jill Smith is Principal Lecturer in Art and Art History Education in the School of Creative and Visual Arts, Faculty of Education, The University of Auckland, New Zealand Konai Helu-Thaman is Professor of Pacific Education and UNESCO Chair of teacher education and culture, at the University of the South Pacific She is based at the Laucala campus in Suva, Fiji Margaret Taplin is an educational consultant working in Mathematics Education mostly in Australia and Hong Kong Tony Townsend is Professor and Chair of the Department of Educational Leadership at Florida Atlantic University, in Boca Raton, Florida, USA Harrison Tse is a Lecturer in the Department of Curriculum and Instruction at the Hong Kong Institute of Education, Hong Kong, SAR Manjula Waniganayake is an Associate Professor in the Institute of Early Childhood at Macquarie University, in Sydney, Australia Zachariah O Wanzare is a Lecturer in the Department of Educational Management and Foundations at Maseno University in Kenya Kevin Watson is Principal of Winstanley College in Wigan, England Muriel Wells is a lecturer in the Faculty of Education at Deakin University at the Waurn Ponds campus in Geelong, Victoria, Australia Susan Wilks is a Senior Fellow in the Faculty of Education and Teaching and Learning Advisor in the Faculty of Architecture, Building and Planning, The University of Melbourne, Australia John Williamson is Professor of Education at the University of Tasmania, Launceston, Australia Amy Yip is now retired but was previously a Senior Lecturer at the Hong Kong Institute of Education in Hong Kong, SAR David Zyngier is a lecturer in Curriculum and Pedagogy in the Faculty of Education at Monash University in Melbourne, Australia INDEX academic freedom, 41, 459 academic learning, 95 academic orientation, 242 academic standards for teachers, accountability, 9–11, 16, 19, 25, 26, 34–35, 38–39, 42, 54, 98, 104, 111, 129–131, 141, 144–145, 153, 161, 221, 301, 356–357, 366, 404, 445, 542, 599, 600, 606, 608, 630, 654, 728, 730, 731–732 accreditation, 6, 71, 106, 108, 110, 118, 170, 245, 653, 730 accreditation standards, 106, 110 action research, 17, 51, 61, 70, 73–76, 227, 339, 426, 458–460, 465, 467–468, 473–474, 510, 519–520, 523, 526–528, 543, 563, 571, 586, 613, 614, 619 Activist, 601 Advanced Professional Term (APT), 270 agency, 84, 117, 130, 136–137, 141, 564, 600, 604–605, 607, 727 alternative approach to initial teacher education, 370 alternative certification, 6, 13, 244, 283, 730 alternative certification programs, 13, 283 alternative preparation, 103, 245 alternative programs, 6, 103, 110, 245 alternative ways of certifying teachers, America Reads, 221 appropriate learning strategies, 57 assessing student performance, 352 assessment, 10, 12, 19, 21, 25, 27, 60, 82, 85, 104, 109–110, 123, 158–159, 170, 187, 194, 199–200, 220, 224, 230–231, 258–260, 262, 270–273, 285, 287, 291, 293, 311, 318, 323–324, 347, 349, 353, 359, 369, 374, 382, 392–394, 398–399, 401, 403–404, 410–411, 413, 417, 429–430, 449, 452, 458, 460–461, 462, 467, 475, 495, 499–502, 509, 512–515, 517–520, 527–528, 565, 573, 575, 587, 597–601, 605–606, 616, 632, 635, 641–643, 645–647, 652–654, 678–679, 682, 704–705, 713, 727 assumptions, 18, 34, 61, 74, 100, 247, 305, 543, 572, 589–590, 629–630, 682 at-risk, 206, 221, 229, 231 Australian Computer Society, 715 authentic assessment, 642–643, 653–654, 682 authentic reflection, 581 autonomy, 30, 34, 39, 41–42, 69, 81, 128–130, 138–139, 148, 173, 301, 346, 382, 436, 440–443, 595, 597–603, 606, 681, 733 Bachelor of Education (BEd), 115 baseline data, 474 Basic Education Schools, 44 bean counters, 148, 152 beginning teachers, 13–15, 72, 103–104, 106, 108–109, 271, 285, 303, 319–328, 332, 343–346, 348–359, 366, 371, 383, 391, 393, 417, 564, 571, 573, 578–580, 722 Biculturalism, 76 biography, 557, 573, 607, 609 boundary structures, 572, 573 bricolage, 614 Bricoleur, 614 buddy pairs, 195 bureaucratised developmental map, 404 Bush administration, 101, 103 business management, 153 capabilities, 20, 72, 138–139, 172, 255, 332, 465, 521, 715, 716 capacity building, 9, 34, 68–70, 473 centralised education system, 45 745 746 INDEX centralization of decision making, 96 charismatic subject, 573, 575, 578 charter schools, 6, 287, 730 Chartered Teacher Standard, 391 Chief Inspector of Schools, 118 Choice, 81 Christchurch College of Education, 68 Christian missionaries, 55 citizenship, 30, 35, 437 Civic Attitudes and Skills Questionnaire (CASQ), 295 civil society, 128, 132, 154 class size, 163, 320, 349, 387 classroom experience, 119, 573, 576–577, 581, 614 classroom management, 109, 227, 244, 247, 269–271, 273, 275, 277, 345, 352, 394, 421, 427, 603, 663, 699 classroom management skills, 269, 277, 352 class-size reduction, 101 clinical practice, 98, 105, 219, 222, 252, 284 clinical training, 244 Cluster workshops, 309 Collaboration, 88, 508, 519 collaborative, 16, 21–22, 48, 57, 60, 75, 83–84, 124, 171, 190, 195, 197–198, 200, 203, 228, 269, 273, 302, 307–308, 337, 374, 377, 417, 433–434, 436, 438, 447, 450, 453–454, 457–458, 466, 468, 472–473, 515, 520, 542–543, 546–548, 550–553, 600–601, 618–619, 634, 642, 657–663, 667–672, 676, 678, 694, 696, 701, 706 Collaborative Action Research, 219, 222, 225–226 collaborative inquiry, 543, 546–547, 550–553 collaborative reflection, 547, 553 colonialism, 27, 56, 730 communication technologies, 366, 565, 633, 657–658, 692, 695, 713, 716 community, 3, 5, 7, 14, 22, 26, 30–31, 35–36, 41, 54–55, 57, 68, 70, 72–73, 75–76, 79–80, 83–84, 90–91, 96, 99–100, 103, 111, 132–136, 138, 145, 147, 150, 153, 160–162, 171, 181–182, 190, 196, 199, 201–202, 220, 226, 249, 251, 255–256, 269–270, 273, 285–287, 295, 297, 302–305, 310–311, 313, 324, 332–337, 339–341, 344, 346, 349, 354–356, 358, 368, 372–375, 377–378, 416, 433, 436, 441, 448–450, 452–453, 467, 470, 472, 475, 482, 489, 520–521, 535, 536, 539–543, 550–553, 562, 585, 595, 601, 637, 642, 657–658, 660–661, 664–668, 670–672, 676, 678–679, 683, 686, 702–703, 708, 712 community colleges, 103 Community coordinators, 199 Community experiences, 332 Community Learning, 372 community of practice, 182, 310, 540–543, 550–552, 660, 664, 667–668, 671 community of scholars, 702–703, 708 Community organizations, 336 community teachers, 340 compassion, 30, 63, 298, 530 competence, 14, 19, 28, 30, 43, 120–121, 123–124, 128, 160, 255, 308, 345, 348, 359, 382, 385, 386–388, 394, 399, 401–402, 404, 416, 418, 424, 542, 574, 577, 603, 630, 660, 667, 682, 721 competencies, 71, 120–121, 194–195, 201, 222, 225, 247, 340, 365, 465–466, 473, 598, 602, 629–631, 635, 637, 649, 678, 682, 705 competent craftsperson, 573–575, 578 competent craftsperson discourse, 573, 575 competition, 25, 81, 83, 128, 142, 153, 159, 172–173, 383, 434, 515, 517, 536, 606, 663, 701, 712, 727–728 computer education, 711 computer literacy, 711, 718, 721 computer-rich environments, 712 Computers, 713, 715, 720 computers in education, 711 conceptual map of ICT skills, 635 confirmatory factor analysis, 495, 502, 504 conflict situations, 56 connectedness, 188–189, 191, 209, 340, 732 Consecutive Model, 242 constant change, 42, 43 constructivism, 102, 222, 230, 680 context-specific environment, 371 contingent/idiosyncratic aspects of teaching, 575 INDEX continuing professional development (C.P.D.), 599 Continuous Development of Teachers, continuous social construction of knowledge, 372 Coordinator of Field Experiences, 288 costs, 37, 109, 159, 171, 366, 597, 644, 662, 678, 728, 732 counter-hegemony, 209 Courses with field components, 289 critical/social orientation, 243 critical reflection, 352, 470, 498–501, 504, 571, 588 cross cultural transfer, 57 cross-cultural classroom, 56 cult of performativity, 194 cultural capital, 34, 149, 153, 205, 207–208, 210, 466, 473, 482 cultural communication., 135, 136 cultural competencies, 465, 473 cultural differences, 41, 56, 71, 136, 670, 729 cultural gaps, 57 cultural justice, 729 cultural recognition, 729 cultural sensitivity, 56, 60 culturally democratic, 54, 61 culture, 8, 9, 17, 25, 28, 30–34, 43, 45–48, 50, 55–58, 60, 62–63, 76, 82, 89, 90, 133, 145, 153–154, 160, 171–173, 180–181, 231, 235–236, 284, 286–287, 299, 302, 304, 321, 337–338, 347–348, 355, 359, 370–371, 378, 424–425, 445, 447, 450, 453, 455, 458, 461, 464, 473–475, 479–483, 487, 490–491, 507, 519, 531, 540, 542–543, 552–553, 562, 565–566, 600, 604, 609, 627, 635, 644, 651, 654, 657, 664–669, 671, 700, 711, 729, 733 culture of teaching, 445, 447, 519 Culture shock, 284 curricular transformation, 12, 229–230, 238 curriculum, 9, 10, 16–19, 21, 25, 30, 33, 35, 37–39, 46, 49, 57–61, 70, 72–74, 79, 81–82, 85, 87, 91, 104–105, 108, 111, 116, 123, 132, 139, 143–144, 148–149, 152–154, 158, 170, 172, 193, 198, 205–206, 230, 232, 236, 238, 245, 249, 747 253, 268, 270, 274, 278–280, 283–285, 320, 324, 332, 334–336, 340, 346, 348, 350, 352, 354, 368, 372–374, 393–394, 410, 417, 426–428, 437–440, 442, 445, 447, 449–450, 452, 455, 465, 467–469, 471, 479–481, 483–486, 489–491, 504, 507–508, 510, 514, 518–520, 523–527, 529, 531–537, 540, 544, 551, 558, 562–563, 566, 588, 591–592, 597–601, 606, 614–615, 628–629, 631, 633, 636–637, 642, 644, 646, 650, 653, 657, 662, 666, 671, 687, 699, 711, 712, 714–716, 718, 720–721, 727, 730, 731, 732 Curriculum Development Council (CDC), 507 curriculum innovation, 18, 152, 540, 551 curriculum reform, 17, 143, 507, 518, 523–525, 531–533, 537 data collection, 154, 223, 233–235, 250, 372, 385, 466, 468, 470–471, 473, 475, 519, 588, 616, 631, 636 decentralization, 8, 51 Delores Report, 59 demographic changes, 15, 381 desire, 12, 51, 86, 95, 169, 209, 221, 237, 288, 332, 338, 368, 445, 463, 544, 577, 578–580, 586, 619 developing technologies, digital networked classroom, 712 discipline, 12, 82, 97, 103, 109, 193, 237, 242, 253–254, 256–258, 284, 286, 319–320, 345, 347, 351–352, 355, 386, 416, 479, 508, 528, 534, 536, 659, 731 discipline knowledge, 731 discourses, 26, 31, 142–143, 208, 573–575, 577–578, 581, 601, 613–617, 621, 623, 711, 712 diverse population, diversity, 4, 8, 11, 30–32, 39, 58, 81, 90, 109, 132, 135–136, 143, 170, 196, 199, 228, 230–232, 284, 293–294, 296, 299, 542, 547, 575, 629, 682, 686, 733 early childhood educators, 675–677, 679, 681–683, 687 economic progress, 58 748 INDEX economic success, 95 Education Action Zone, 80 Education Queensland, 209, 630–631, 633–634, 715 educational benefits of ICTs, 628 educational bureaucracy, 59, 595 educational change, 99, 141–142, 303, 445, 450, 454, 585, 594 educational reform, 9, 42, 47, 59–60, 98, 304, 381, 436, 445, 448, 539, 604, 642, 712 educational targets, 54 educator proficiency, 635 effective teacher, 100–101, 198, 286, 353, 355–356, 359, 426, 465, 501, 607 effective teaching practices, 288–289, 448, 455 effectiveness, 4, 15, 19, 100, 103, 104, 106, 116, 141–142, 194, 245, 256, 258, 296, 344, 358, 381, 409, 412, 424, 433, 436, 457, 462, 465, 468, 472, 495, 574, 598, 603–605, 608, 680–682, 711, 716, 731–733 efficacy, 12, 19, 33, 238, 466, 470, 472, 499, 513, 598, 603, 605, 607, 609 elearner, 712 eLearning, 715 Elyer, 297 emotional aspects of the classroom experience, 577 emotional baggage, 575, 577 emotional brain, 605 emotional identities, 604 English schools, 28, 79, 84, 113 Entrepreneurial, 600 Environmental Mystery Competition, 663–664 ePortfolios, 641 Essential Learnings, 193 eteacher, 712 Ethnicity, 56 evaluation, 16, 21, 35, 49, 164–165, 168–169, 172, 222, 230, 241, 245–248, 250, 255, 257–262, 269–270, 275, 277–278, 302, 311, 322, 348, 354, 370–371, 373, 383, 409, 411, 414, 436, 437–438, 459, 474–475, 499, 510, 517–518, 523, 527, 535–536, 540, 597, 599, 645, 652, 654, 680–682, 687 evaluation of professional development, 411 evaluation tools, 474 evidence of reflective practice, 574 expatriate teachers, 44 Expectations, 237 Experience, 22, 163, 221, 268, 270, 272, 276, 503, 547, 558, 576, 586, 691–692, 698–699, 705 experiential learning theory, 196, 495, 500, 503–504 expert consensus building, 104 expert knowledge, 99, 585 expert/novice binary, 618 expertise, 4, 26, 41, 43, 46, 49–50, 99, 139, 181, 241, 290, 311, 341, 346, 409, 417, 438, 462, 475–476, 509, 524, 541, 571, 601, 662–663, 695 Facilitator, 274, 276, 470, 473 Faculty, 15, 163, 168, 179, 183–184, 188, 216, 270, 273, 365, 369–371, 374, 705 field and clinical experiences, 287 Field Coordinator, 288 field experience, 4, 194, 197, 200, 202, 245, 267, 268–270, 272–273, 277, 279–280, 283–284, 289–295, 299, 332, 334–335, 337, 341, 345 field experience associate, 267, 269, 279 field experiences and diversity, 284 field placement, 12, 219, 221, 225, 269, 276 field teacher program, 255, 262 First Year Initiative, 182 flexibility, 43, 104, 186, 196, 296, 475, 643, 676, 678, 687 formative and summative data, 474 four resources literacy model, 20, 615 framework for Continuing Professional Development (CPD), 391 Freedom Charter, 30 future-oriented, 196 gaze, 578, 580, 621, 623 General Teaching Council, 122 Global Classroom Project, 662 global economy, 36, 727 global market ideology, 57, 59 globalisation, 37, 56–57, 127, 136, 141–142, 154, 727 INDEX globalisation era, 142 globalisation theories, 141 Globalization and Diversity, group interaction, 12, 179 Guandong Province, 523, 526 Her Majesty’s Inspectorate, 113 heterogeneous group, 185 high performing countries, 96 high quality pre-service programs, high quality teacher, 14, 96, 99, 100, 103–105, 226 high stakes, 97, 98, 131, 445, 518, 597, 598 Higher Education, 101–102, 113, 115–124, 158, 160–161, 169, 172, 256, 394, 437, 457, 573 Higher Education Act (HEA), 101 highly qualified beginning teachers, 285 highly qualified teacher, 4, 96, 99, 101, 103, 109, 228, 285, 299, 317, 331 holistic teaching, 46 Holmes Group, 220, 243 Hong Kong Institute of Education (HKIED), 272 Hong Kong Special Administrative Region (HKSAR), 268 human psyche, 579 ICT, 4, 21, 80, 394, 437, 439, 440, 566, 627–637, 658, 670, 675, 677, 678, 711, 714–715, 718, 721–722, 732 ICT curriculum integration, 628, 631 ICT initiatives in educational systems, 631 ICT integration, 627, 629, 631 identification, 17, 104, 107, 122, 158, 216, 223, 393, 468, 474, 482, 510, 513, 579, 580, 608, 629, 662, 691 Identity, 609 idiosyncrasy, 575 iEARN (the International Education and Resource Network), 661 image-driven, 711, 712 Impact of Technology, improvement of practice, 519 independence, 138, 202, 467, 481, 535, 608, 705, 733 independent learning, 193, 198, 586 indigenous culture, 25, 56, 62, 665 749 indigenous education system, 57, 59 Indigenous knowing, 568 Indigenous students, 664, 666, 670 induction, 13–15, 46, 87, 98, 121, 241, 267, 317–328, 332, 341, 353–360, 366, 369, 381–385, 388, 391, 393, 397, 401, 404–405, 448, 732, 733 Induction practices, 360 induction programs, 317–318, 328, 353–354, 357–359, 369 Information and Communication Technologies, 21, 627 Information and Communications Technology in Education (ICTE), 711 information technology, 234, 425, 437, 507, 511, 711, 732 inquiry, 15, 29, 75, 171, 196, 198, 206, 220, 221, 223, 233, 242, 249, 267, 293, 303–304, 339, 370–371, 449, 470, 485, 496, 510, 519–520, 542–548, 550–553, 563, 568, 601, 613, 670 inquiry as stance, 543 inquiry learning, 196, 198 Integrative Model, 241 interactive technologies, 713 Internet, 102, 248, 275, 627, 634, 636, 645, 657, 661, 671, 683–684, 713, 715–719, 721 Internet capability, 627 Internet technologies, 715 Internship, 306–309, 312, 335, 691, 692, 698, 700, 701, 703 Intrator, 539 Introductory Professional Term (IPT), 270 isolation, 84, 229, 231, 303–304, 345–346, 348, 353, 359, 368, 438, 446–448, 450, 540–541, 636, 706 job satisfaction, 19, 87, 181, 415, 598, 603–605, 607, 609 Johnson and Golombek, 544 Kakala, 62, 63 keeping in touch, 696 Kennett government, 144, 146, 152 Knowing, 74, 510 knowing about teaching, 343 750 INDEX knowledge, 4, 6–8, 11, 12, 16–20, 30, 41–43, 51, 55–61, 63–64, 68–69, 72–73, 75–76, 82, 84, 87–88, 97–112, 122–124, 128, 131, 137, 139, 144, 153, 158, 162, 167–168, 171–172, 180–181, 183, 190, 196–199, 202, 205–207, 210–216, 221–223, 227, 229–230, 238, 241–242, 245, 247–252, 255, 273, 276–277, 280, 284, 295, 298–299, 303, 305, 311, 317–319, 324, 336, 340, 344–345, 347, 349, 350, 355–356, 358, 365–366, 370–375, 378–379, 387, 409–415, 418, 421–422, 426–429, 433–435, 448–449, 455, 459, 462, 466, 473–476, 479, 480, 484, 488–490, 496–499, 501–503, 508, 511, 518–521, 526, 536–537, 541–543, 546–547, 550, 551–553, 557–568, 571, 574, 585–587, 590–593, 595–596, 600, 603, 606, 613–615, 617–618, 622, 628, 632, 636, 641, 658, 660–662, 667, 670, 672–673, 675, 677–678, 680–681, 686, 693–694, 699, 702, 712–713, 715, 717–718, 720, 722, 731 knowledge base, 17, 249, 250, 371, 473, 476, 521, 595, 600, 670 Knowledge Building Community, 372 knowledge building communities, 196, 198 leadership, 9, 26, 29, 32, 34–35, 39, 61, 71, 79, 80–82, 84–89, 172, 227, 269, 287–288, 296, 335, 356, 359, 409, 416–417, 423, 426, 429, 434–435, 439, 449, 451, 458–459, 461–463, 466, 470, 473–476, 479, 512, 525–526, 532, 537, 585–587, 591–592, 594–595, 607, 662, 672, 676 leadership skills, 296 learning community, 90, 270, 273, 302–305, 310–311, 313, 354–355, 452–453, 470, 541, 660, 683 learning culture, 43, 370, 458, 507 learning objects, 712 learning outcomes, 39, 60, 179, 273–274, 305, 409–410, 412, 414, 509, 528, 595–596, 623, 632, 682, 686 learning society, 43 learning technologies, 4, 20, 672 learning to teach, 208, 244, 249, 343, 356, 357, 692, 695, 703 learning with computers, 629, 711 Lesson study, 446, 451, 454 Lewin Project, 667 licensure, 97–98, 101–102, 106, 109, 317 lifelong learning, 193, 422, 428, 642 Life-wide, 514–515, 517 Local Authority, 115, 394 local communities, 54, 107, 111 Lord Pearson, 114 Mainland China, 18, 523, 538 Management, 85, 164, 182, 246, 272, 306, 309, 312, 396, 399, 458, 462 managerialism, 8, 34, 131, 141–142, 150, 152–153, 460, 599 managerialist approach, 382 Maori, 9, 12, 17, 67–76, 212, 229–, 239, 465–468, 470–476, 479 Maori development aspirations, 71 Mäoritanga (traditions, practices and beliefs), 480 market, 3, 25, 57, 59, 81–84, 90–91, 117, 131–132, 135, 142, 147, 151, 153, 385, 435, 436, 441–443, 599, 683, 712, 731, 733 Market reputation, 151 mathematics, 98, 109, 214, 250, 286, 413, 445, 448, 454, 557, 565–566 MCEETYA, 632, 634, 714 meaning schemes, 572 Memorandum of Understanding, 73, 76 mentees, 179, 180–181, 183, 185–188, 189–191, 321, 324, 377 mentor teacher, 13–15, 219, 221, 268–269, 272, 274–280, 304–305, 307–311, 318, 321, 323–325, 374, 378, 528 mentoring, 4, 12, 168, 179, 180–191, 198, 205, 222, 245, 267–268, 274, 302, 309–311, 328, 333, 341, 351–352, 354, 369–370, 372, 378, 383, 389, 391, 426, 428, 450, 651, 653, 692–693, 703, 705, 732–733 mentoring program, 179, 181–187, 189, 198, 267 mentoring role, 168, 186, 378 mentorship, 182, 195, 277, 448 INDEX meta-language, 205, 212–215 Mind Mapping, 516 Mindtools, 713 minority students, 220, 466 modus vivendi, 135–136 moral purpose, 42, 51, 602, 604, 607 motivation and commitment, 607 multi cultural contexts, 466 multiculturalism, 3, 76, 482, 490 multimedia, 630, 635–636, 642, 713, 716 Narrative, 543, 567 narrative inquiry, 267, 543–545, 547, 552 Nation at Risk, 283, 448 National College of School Leadership, 16, 80 national policy setting, 104 National Reading Panel, 220 national teachers, 44 Network technologies, 713 Networked Learning Communities, 16, 80, 83, 90–91, 434 New Basics, 193 New Labour, 82–83, 435 new learning, 12, 184, 193–194, 196, 357, 508, 574, 637, 718 new managerialism, 34, 141–142 New Teacher in School, 113 New Zealand, 9, 12, 17, 55, 57, 62–63, 67–69, 71, 229, 232–233, 236, 238, 465–467, 469, 472, 479–481, 483–485, 490–491, 628, 730 No Child Left Behind Act of 2001, 101 novice teachers, 13, 318–328, 332–333, 343, 347–348, 353, 447, 699 Observation, 291, 335, 503, 510–511, 513, 516 Observers, 395 ongoing professional development, online communication, 632, 636, 657, 668, 714 online community, 658, 671 Online Initiatives, 714 Online Writing Lab, 651 outcomes-based approach to assessing students, 194 Pacific Education Research Fund (PERF), 62 751 Pacific Island schools, 57 Pacific people, 55–57, 60, 62, 63–64 Palmer, 180–181, 189–190 participation, 12, 19, 33–34, 38, 47–48, 60, 70, 72, 133, 158, 168, 172, 190, 229–234, 270, 292, 295, 325, 351, 354, 411–414, 434, 438–439, 470, 472–475, 486, 508, 512, 518, 523, 525, 532, 537–538, 558, 561–565, 568, 618, 634, 642, 644, 659–660, 662, 664, 668–670, 672, 695, 702, 731 participatory research, 19, 558 partnership, 15, 54, 55, 60–61, 68, 71–72, 75, 91, 119, 124, 143–144, 173, 195, 219–220, 222, 227, 232, 245, 252, 270, 274, 287, 299, 301–302, 305–306, 309, 313, 333–334, 368, 371, 374–375, 377–379, 435, 437, 480, 487, 525, 533–534, 537–538, 565, 599, 702 paternalistic culture, 50 PAVOT (Perspective and Voice of the Teacher), 586 pedagogical knowledge, 41, 247, 250, 473–474, 586, 731 pedagogical power, 180, 190 pedagogy, 6, 9, 12, 25, 51, 56, 102, 111, 143–144, 196, 205–208, 215–216, 223, 229–232, 235, 238, 245, 247–248, 250–251, 268, 285–286, 317, 335, 341, 344, 367, 427, 448, 495, 577, 581, 600, 606, 615, 634, 636, 669, 688, 694, 699, 711, 718, 721–722, 732–733 perceived usefulness of observation, 394 performance, 3, 9, 10, 12, 25–26, 35, 38, 45, 49, 54, 56, 72, 81–85, 91, 98, 100, 103, 105, 109, 116, 120–121, 129, 132, 147, 150–151, 153–154, 157, 160, 162, 167–169, 171, 190, 194, 199, 206, 220–221, 224, 231–232, 237, 243–246, 250, 255–256, 258–260, 267, 269, 275, 283–285, 287, 289, 311, 319, 343, 353, 356, 360, 387, 410, 418, 430, 441, 449, 455, 466, 489, 509, 512, 514–518, 520, 573, 575, 599, 601–602, 606, 608, 630–632, 651–652, 670, 694, 699–700, 703, 728, 730 Performance Activities and Assessments, 288 752 INDEX performance orientation, 147, 151, 153 performativity, 81, 131–132, 194, 599, 601, 605, 608 personal biography, 607, 609 personal development, 106, 137, 243, 468 personal orientation, 243 personal practical knowledge, 546, 550, 552, 553 policy borrowing, 37, 98 policy debate, 98, 99, 143, 148 policy maker, 3, 42, 50, 84, 95–100, 104, 106, 108–111, 131, 161, 317, 322, 343, 409, 429–430, 467, 475, 495, 504, 599, 727 political involvement, 104 politicalization of education policy, 107 politicalization of teacher education, 10 portfolios, 335, 636, 641–642, 644, 650, 652–653 post-professionalism, 602 power, 3, 7, 8, 10, 21, 29, 31–36, 41, 47, 49, 50, 68, 72, 83, 90, 97, 103, 115, 127–128, 138, 142, 180, 190, 230–231, 236–238, 296, 305–306, 371, 416, 480–482, 518–519, 535, 546–547, 549, 558, 562, 572, 599, 622–623, 628, 675, 706, 730, 733 Practical orientation, 242 practice settings, 17, 465 practicum, 12, 22, 194, 199, 254, 267–268, 270–274, 276–280, 283, 291–293, 301–302, 305, 311, 341, 349, 366–368, 370, 372, 378, 448, 574, 691–696, 698–700, 704, 707 preconceptions, 208, 572 predispositions, 572 premise reflection, 499, 500, 502, 504 preparation of teachers, 96, 251, 283, 301, 365, 731 pre-service education, 344, 346, 352, 355, 358–359, 614, 696, 722 preservice program, 97 preservice teacher education, 11, 179, 190, 301, 366, 628 preservice teacher education students, 190 pre-service teachers’ (PSTs), 193 Pressures, 681 Problem-based learning, 372 problem-solving, 193, 498 productive pedagogies, 196, 206, 209–210, 214–215, 731 professional climate, 474 professional competence, 128, 382, 404 professional consensus model, 106 professional cultural capital, 149 professional culture, 153, 154 professional development, 4, 13, 15– 17, 19, 39, 42–45, 47–51, 72–73, 81, 95–97, 100, 121, 162–172, 186, 206, 229, 238–239, 278, 289, 303–304, 352–353, 355, 357, 359, 381–383, 385–389, 391–392, 394, 402, 404–405, 409–418, 426–429, 434, 439, 446–447, 449–454, 457–458, 460, 463, 465–468, 470–476, 495, 507, 523, 525, 538–539, 544, 574, 599, 613–614, 618–621, 630–631, 633–634, 650, 684, 687, 707, 714, 733 professional development model, 446 Professional development programs, 445, 448 Professional Development School, 219–220, 226–227, 270–271, 276 professional experience, 17, 194–195, 198–199, 358, 367, 383, 404, 519, 571 professional field, 153, 194, 197, 200, 202, 580 professional growth, 17, 43, 274, 285, 302, 313, 318, 351, 354, 358, 369, 378, 523, 537, 594 professional identity, 149, 154, 171, 343, 382, 600, 604, 607, 609, 732 professional journey, 594 professional knowledge, 16, 43, 99, 153, 247–248, 349, 365, 387, 411–412, 414, 418, 476, 543, 617 professional learning, 16, 19, 42, 122, 197, 273–274, 301, 306, 354, 412, 441, 448, 471, 474, 520–521, 540–541, 545, 551–552, 571, 573, 592, 692–693, 695, 700, 703, 706–707, 732 professional learning communities, 16, 471, 474 professional positionings, 579 professional practice, 194, 207, 343, 352, 393, 458 professional selves, 603 INDEX professional support, 345, 598, 732 professional teacher, 103, 113, 241, 285, 303, 322, 389, 542, 631 Professional Teaching Portfolios, 269 Professional Teaching Standards, 106 professional values, 152, 607 professionalism, 19, 41–45, 48–49, 51, 56, 108, 119–121, 124, 152, 172, 249, 368, 383, 416–417, 436, 442, 490, 597, 600–602, 604, 606–608 Proficiency, 635 progressive educational practices, 143 Project Learning, 508–509, 515, 517–518 Promnitz & Germain, 1996, 232 proximal development, 222 public accountability, 19, 600, 608 public education, 5, 6, 107, 228, 296, 455, 727, 728 pupil learning, 95, 98, 423 Quality teaching, 466, 467 Read to Achieve, 219–220, 222, 224, 226–228 reading, 20, 50, 72, 102, 109, 119, 220–222, 224–226, 291–292, 413–414, 471, 507, 540, 565–566, 604, 616, 618, 621, 636, 651, 652, 669, 670, 679, 694, 720 Recognition, 162, 628 reflection, 15, 18–19, 22, 75–76, 167, 197–201, 215, 219, 221, 223, 226–227, 235, 269, 274–275, 279, 286, 289, 295, 304–305, 310, 318, 324, 333, 352, 378, 383, 393, 404, 411–412, 414, 419–420, 423–424, 429, 435, 452–453, 458–460, 468–470, 474–475, 495–504, 508, 510–511, 513, 516, 519, 527–528, 540–541, 544, 545–549, 552–553, 557–559, 561, 564–565, 568, 571, 573–574, 577, 581, 587–588, 620, 645, 676, 691, 700, 702–704, 706–708, 713, 732 reflection on practice, 19, 571, 573 reflection-in-action, 498–499, 516 reflection-on-action, 498, 545, 552 reflective approaches to teaching and learning, 195 reflective journals, 286 753 reflective practice, 18, 51, 196, 221, 268–269, 378, 441, 442, 495, 504, 574, 581 reflective practice discourse, 574 reflective practitioner, 18, 19, 199, 310, 374, 499, 578, 613, 614 Reflective Practitioner, Reflective Professional, 247 reflective teaching practices, 454 reflective thinking, 17, 495, 498, 500–503 Reform, 81, 206, 609, 637 reform initiatives, 11, 42 regional teachers’ colleges, 54, 61 regulation and autonomy, 128–129 relationships, 12, 13, 29, 56–59, 63, 72–77, 80, 83, 87, 122, 127, 131, 133, 179, 182, 189, 195, 197, 210, 211, 229–232, 235, 237–238, 267–269, 280, 308, 338, 341, 349, 358, 366, 369, 373–375, 404, 409, 415–416, 436, 443, 466–467, 470–472, 476, 481, 495, 503–504, 542–543, 550–552, 604–609, 615, 618–620, 622–623, 628, 679, 681, 688, 692, 694, 700, 706 Research Lesson, 446, 453 research methodology, 70, 473, 481, 484 research-based approach, 105 researching practice, 588 retention, 12, 13, 15, 72, 82, 162, 179, 229, 230–236, 238–239, 244–245, 267, 279, 287, 318, 336, 355, 358, 381, 388, 435, 448, 466, 468, 599, 608, 609, 732 role expectations, 55, 56, 346, 348 role of parents, 111 role of schooling, 57 role play simulation, 22 role-models, 592 Root, 299 rote-learning, 45–46 safe environment, 550, 552 sanctions, 21, 56, 110 scaffold for professional development, 405 school and college partnerships, 220 School Charter, 145–148, 151, 153 school coordinators, 269, 280 School Council, 147, 148, 151, 153 school culture, 45, 47, 90, 145, 302, 304, 347, 359, 474, 607 754 INDEX school effectiveness, 4, 15, 141–142, 381 school effectiveness and improvement, 15 School Improvement Plan, 219 School Improvement Team (SIT), 224 school leaders, 32, 322, 323, 356, 359, 409, 524–525, 532, 537 School partners, 219 school principals, 12, 150, 246, 255–262, 273, 358–359, 525, 532, 537, 571, 614 school university partnership, 13, 304–305 school-based curriculum, 507 School-based learning, 372 school-based practioners, 222 secondary teacher education, 54 Secretary of Education, 4, 102 self-esteem, 43, 167, 190, 345, 508, 531, 590, 609, 696 self-reflection, 420, 423–424, 429, 499, 501, 508 self-understanding, 19, 576 Service Learning, 286–290, 292, 295, 651 shared language, 474, 552 situated learning, 196 social capital, 133–134 social influence, 609 social justice, 29, 35, 70, 147, 151, 153, 296, 434, 679 social justice perspective, 151, 296 social skills, 229, 442, 507, 657 Stability, 376 stakeholders, 21, 33–34, 54, 73, 83, 124, 220, 255, 301, 306, 309, 311, 313, 343, 374–375, 379, 382, 435, 460, 462, 472–473, 475, 597, 608, 683, 685, 707 stand-alone curriculum, 657 Standardized tests, 98 standards, 5, 6, 9, 10–11, 14–16, 18, 21, 26, 38, 41–42, 82–83, 90, 98, 105–107, 109, 110, 111, 113, 115, 116, 118–124, 129–130, 157–162, 164, 166–167, 169–173, 194, 198, 231, 237, 248, 275, 283–286, 293, 321–324, 331, 340, 354, 358, 367, 370, 381, 410, 417, 436, 442, 455, 526, 575, 597–598, 601, 605, 609, 629–630, 632–633, 642–643, 644, 646, 651–654, 675, 687, 714, 728, 730 Standards and Accountability, 7, standards of accreditation, STAR Reading Assessment, 224 State certification, 101 status for teachers, 5, 107 Status of Teachers, 59, 129 structural equation models (SEM), 501 student achievement., 3, 18, 98, 220, 227, 244, 409, 411, 445, 447–450, 466, 468, 471, 474, 728 student centred pedagogy, 143 student learning, 4, 60, 95–96, 101, 104, 108, 110–111, 206, 215–216, 270, 285, 303, 312, 409, 411–414, 424, 445–447, 449–450, 455, 467, 471–472, 476, 507, 510–511, 514, 518, 523, 586, 601, 642, 657, 712–713, 731 student learning outcomes, 60, 409, 412, 414 student participation, 12, 158, 229–230, 232–234, 518, 642 student performance, 3, 129, 352, 410, 449, 466, 515, 517, 520, 528, 651 systemic online initiatives, 633 targets, 54, 83, 98, 110, 147, 153, 394, 449, 508, 597 Te Kauhua, 465, 469–471, 473–474, 476 te reo Mäori (the Mäori language), 485 Teacher as Learner, 526 teacher attrition, 13, 317, 318, 320, 448 teacher autonomy, 39, 441 teacher certification programs, 246 teacher commitment, 42, 162, 319, 388 Teaching Commission, 286, 299 teacher concerns, 415, 424 teacher development, 16, 248, 277, 318, 370, 426, 430, 450, 510, 544, 574, 599 teacher education, 4, 6–13, 15–16, 18, 20–21, 39, 45, 47, 54, 60–62, 70–71, 73–74, 95–119, 121, 127–130, 132–134, 139, 141–142, 179, 190, 205–208, 210, 227, 241–244, 246, 249, 251–254, 258, 267–268, 270–271, 279, 283, 285, 299, 301–302, 304–307, 310, 313, 323, 331–334, 337, 340, 341, 347, 350, 353–354, 356, 359, 365–372, 375, 381, 383, 419, 424, 426, 474, 479–480, 491, 495, 504, 543, 566, 568, 573, 580, 613, INDEX 615, 619, 628–630, 634–637, 675, 691, 700, 704, 715, 717–718, 722, 727–733 teacher education wars, 102 teacher efficacy, 470 teacher growth, 274, 524 Teacher Induction, 7, 321, 392 teacher isolation, 446, 450 teacher knowledge, 101, 213, 250, 489, 541, 543, 590, 592 teacher led professional development, 452 teacher licensing, 108 teacher numbers, 693, 728 teacher preparation, 4, 12, 97, 100, 102, 104–106, 110, 124, 129, 220–222, 227, 241, 243–246, 249–252, 254, 256, 261, 283, 284–285, 299, 301, 317, 332, 340, 350, 356, 631, 731, 732, 733 Teacher Preparation and Certification Program, 285–286 teacher professional development, 16, 43, 206, 409, 414, 427, 454, 465, 472, 476, 631, 714 teacher professional identity, 149 teacher professionalism, 41–42, 45, 48, 51, 108, 121, 152, 368, 417, 436, 597, 606, 607 teacher proof, 16, 59, 445 teacher quality, 3, 4, 12, 95, 100–101, 220–221, 283, 317, 728 teacher research, 19, 221, 358, 440, 454, 543, 585–587, 591–592, 594–595, 613, 619 teacher research process, 594 teacher researchers, 19, 221, 454, 592, 595 teacher retention, 245, 267, 287, 318, 448 teacher satisfaction, 416–417 Teacher Satisfaction Survey, 224, 226–227 teacher shortage, 11, 13, 103, 327, 331, 333, 628 teacher success, 16, 279, 344, 415–420, 422–426, 428–430 teacher supply and retention, 15, 381 Teacher Training Agency (TTA), 117, 124 Teacher-centred learning, 670 teachers, 3–22, 25, 27, 30, 31–32, 35, 37–39, 42–45, 47–51, 54–62, 64, 69–76, 79, 80, 82, 84, 86–91, 95–104, 106–111, 113–117, 119–124, 127–129, 755 131–133, 138–139, 141–144, 146–152, 154, 157, 162, 170–172, 182, 190, 193–194, 198–199, 201–202, 205–216, 219–222, 224–228, 230–232, 237–239, 241–262, 267–289, 291–293, 296, 299, 301–313, 317–328, 331–341, 343–360, 365–369, 371–372, 374, 377–379, 381–389, 391–394, 396–397, 400, 403–405, 409–430, 433–436, 438–443, 445–455, 457–459, 465–466, 468–476, 479–480, 484–487, 490–491, 495, 500–503, 508–512, 514–518, 520–521, 523–529, 531–544, 546–547, 552–553, 564–565, 568, 571–581, 585–588, 590–592, 594–609, 613–623, 627–637, 641–645, 647, 649–651, 653, 658–659, 661–662, 664–665, 667–672, 691–696, 698–707, 711–718, 720–722, 727–733 Teachers as co-learners, 533 Teachers as Leaders, 536 teachers as professionals, 18, 45, 51, 119 teachers as reflexive practitioners, 618 Teachers as researchers, 249 Teaching 124, 201–202 teaching and learning, 12, 16–17, 19–22, 44, 55, 58, 60, 62–63, 90, 91, 111, 160, 166, 179, 182, 193–198, 200–201, 203, 215, 221, 248–249, 252, 334, 336, 339, 357, 376, 394, 404, 412, 435–436, 438–440, 442, 445, 460–462, 471, 476, 491, 507, 510, 514, 519, 521, 539–541, 568, 575, 577, 585–588, 591–592, 595, 598, 601–602, 605–606, 615, 628–629, 633, 635–636, 642–643, 652, 654, 657, 675, 678, 680, 686–687, 703, 711–712, 715–717, 731–732 teaching commitments, 86, 383 teaching methods, 10, 208, 246, 251, 257, 258–262, 351–352, 415, 422–424, 428–429 teaching profession, 11, 14–15, 44–45, 99, 108, 113, 120, 122, 128, 153, 241–242, 253, 267–268, 271, 309, 318, 343–345, 349–353, 355, 358–359, 366–367, 385, 417, 490, 615 teaching skills, 4, 43, 241, 273, 285, 345, 365, 421 756 INDEX technician teacher, 102 Technological orientation, 242 Technology, 7, 22, 368, 437, 508, 628, 630, 633–634, 649, 711, 715, 721–722 technology and assessment, 653 technology in the classroom, 667, 712, 718 telecommunications in teaching and learning, 657 Temporary Certification, testing, 8, 26, 35, 98, 131, 153, 248, 250, 331, 413, 597–600, 606, 636, 663, 697, 731 theory and practice, 199, 221–222, 365, 463, 468, 560, 585, 596, 650, 692, 694 theory/practice binary, 615 theory-practice gap, 585, 595 thinking curriculum, 193 time, 4, 6, 7, 11, 13–17, 19, 25–26, 32–33, 35, 42–43, 45, 47, 49, 50–51, 53, 56, 62, 63, 73, 79, 85–90, 97, 99, 100, 104–105, 109, 114–119, 122–123, 143–144, 146–148, 151–152, 161, 165, 167–168, 172, 179, 181–182, 184–185, 187, 190, 198–200, 207–210, 214, 225, 228, 234, 237, 241–242, 245, 247–248, 252, 268, 270–271, 276, 278–279, 283, 288, 296–298, 301–304, 306–308, 310, 313, 317, 320–322, 324, 333–334, 338, 340, 343, 347–350, 352, 354, 357–359, 366, 368–369, 372, 377–379, 382–386, 388–389, 391–392, 398, 400–402, 405, 410–414, 416–417, 424, 426, 429–430, 436, 440–442, 446–448, 451–453, 455, 458–460, 463, 467, 470, 472–475, 483, 496, 498, 499, 504, 509, 511, 513, 514, 517–520, 523–524, 527–528, 531–538, 541, 544–550, 557–559, 563, 565–566, 568, 572, 575–576, 578, 587–588, 590–591, 593, 599, 602–607, 613, 616–618, 620–622, 629, 635, 641, 643–644, 646–647, 649–653, 657–658, 661–662, 664, 668–669, 671–672, 675–676, 678, 680, 682–683, 685–688, 691–692, 695, 698, 699, 701, 703–704, 706–707, 715, 718–720, 728 traditional programs, 109, 110, 271 traditional teacher education programs, 109 Training & Development Agency for Schools (TDA), 124 transformation, 12, 28, 33, 35, 55, 168, 229, 230, 236, 238, 250, 365, 496–497, 503, 542, 564–565, 628, 707, 727 transformational potential of ICTs, 628 transformative learning theory, 495, 499–500, 503–504 transition from pre-service training, 15, 343, 353 Treaty of Waitangi, 9, 69, 479–480, 484, 486–491 Trust, 189, 376 U.S Department of Education, 285, 317, 649 uncertainty about finding work, 392, 404 UNESCO Chair, 60–61 university facilitators, 13, 15, 267, 269, 278, 280, 374, 375 unqualified teacher, 383 Values, 35, 393, 507, 508, 528 values education, 18, 523–526, 528–529, 531–535 valuing teacher research, 586 varied demographic conditions, Virtual community, 660 Virtual Schooling Service, 633, 634 vision, 33, 43, 47–51, 69, 90, 190, 230, 309, 310, 339, 348, 359, 455, 461, 482, 514, 539, 541, 594, 607, 635, 652, 654 webfolio system, 21, 642, 645, 647, 649, 651, 653, 654 Webfolios, 644 Wells, 21, 541, 551, 552 Wenger, 196, 541, 542, 543, 550, 552, 660, 667, 702 Whitehurst, 103 whole school experience, 268 Winstanley College, 460, 462–464 worker productivity, 95 workload, 15, 84, 86–87, 91, 158, 184, 305, 328, 345, 383, 385, 387, 417, 425–426, 429, 463, 509, 511, 517, 687, 702 World Bank, 98, 727 World Wide Web, 684, 715, 719, 721 World Wide Web (WWW), 684 ... Teacher Education Association is to promote: ● The preservice and continuing education of teachers in all forms and contexts; ● teacher education as central in the educational enterprise of the... a number of factors that have led to the increasing surveillance of teacher education: Among these are a deep-seated and growing distrust of teacher education; a change in the locus of control,... venture of a Faculty of Education, a Department of Education and a Teachers’ Federation The chapter discusses the triadic partnership between preservice teachers, school-based mentor teachers