What Counts as Best Practice Teaching for Teacher Educators: Theory and Practice
DOI:
https://doi.org/10.31686/ijier.vol7.iss12.2051Keywords:
Teaching, Best Practice, Teacher Educators, Teacher EducationAbstract
The aim of this essay is to operationalize best practice in teaching, what it is, what it constitutes and the kind of knowledge teacher educators need in order to become best practitioners. This is because some authors often use the phrase ‘best practices’ whenever debating about what teachers should portray in view of preparing teacher trainees for the teaching profession . What always occupies my mind, however, is not only the exploit of the phrase, but also the way different educational researchers even go ahead to suggest the benefits of best practices in teacher education without unpacking the phrase itself. My argument here is that not until teachers as practitioners re-define the scope of teaching in view of best practice, it might continue posing challenges for novice teachers to know the kind of knowledge they need to posses if they are to showcase best practices in teaching.
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References
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Flores, M. A. (2016). Teacher Education Curriculum. In J. Loughran, & M. Hamilton, International Handbook of Teacher Education. Dordrecht: Springer Press.
Flores, M. (2017). Practice, Theory and Research in Initial Teacher Education: International Perspectives. European Journal of Teacher Education , 287-290.
Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical Content Knowledge in Social Studies. Scandinavian Journal of Educational Research, 59-70.
Hunzicker, J. (2011). Effective professional Development for teachers: a checklist of professional development in education. European Journal of Teacher Education , 177-179.
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Toom, A., & Husu, J. (2012). Finnish Teachers as Makers of the Many: Balancing between broad pedagogical freedom and responsibility. In H. Niemi, & Kallioniemi, The Miracle of Education: The Principles and Practices of Teaching and Learning in Finnish Schools (pp. 39-54). Sense Publishers.
UNDP. (2017). Promote Gender Equality and Women Empowerment: Our Journey 1988-2017. Kampala: UNDP-Uganda.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: hat makes it Special? . Journal of Teacher Educaton, 389-407.
Bernstein, B. (1972). On the Classfication and Framing of Educational Knowledge. In M.F. Young, D. (Ed). Knowledge and Control: New Directions for the Sociology of Education. London: Routledge.
Bourdieu, P., & Wacquant, L. J. (1992). An Invitation to Reflective Sociology. Cambridge: Polity Press.
Bransford, J., Derry, S., Berliner, D., & Hammerness, K. (2005). Theories of Learning and Their Roles in Teaching. In L. Darling-Hammond and J. Bransford (Eds). Preparing Teachers for a Changing World: What teachers should learn and be able do to. San Francisco: Jossey-Bass.
Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. Available at: http://enotez.files.wordpress.com/2011/09/becoming -critical.pdfl. New York: Routledge Farmer.
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as Stance: Practitioner Research for the Next Generation. New York: Teachers College Press.
Cochran-Smith, M., & Lytle, S. (2006). Troubling Images of Teachers and Teaching in No Child Left Behind. Harvard Educational Review, 76 (4).
Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and be able to do. San Franscisco: CA: John Wiley.
DeMulder, E., & Ndura-Ouedraogo, E. S. (2009). From Vison to Action: Fostering peaceful coexistence and the common good in a pluralistic society through teacher education. Peace and Change, 27-48.
Fleming, T., & Murphy, M. (2010). Habermas, Critical Theory and Education. NewYork: Routledge.
Flores, M. A. (2016). Teacher Education Curriculum. In J. Loughran, & M. Hamilton, International Handbook of Teacher Education. Dordrecht: Springer Press.
Flores, M. (2017). Practice, Theory and Research in Initial Teacher Education: International Perspectives. European Journal of Teacher Education , 287-290.
Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical Content Knowledge in Social Studies. Scandinavian Journal of Educational Research, 59-70.
Hunzicker, J. (2011). Effective professional Development for teachers: a checklist of professional development in education. European Journal of Teacher Education , 177-179.
Ingersoll, R., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginining Teachers: A Critical Review of the Research. Review of Education Research, 201-233.
Kessels, J., & Korthagen, F. A. (2001). The Relation between Theory and Practice: Back to the Classics. In F.A.J Korthagen (in cooperation with J. Kessels, B. Kessels, B.. Lagerwerf & T. Wubbels). Linking Theory to Practice: the Pedagogy of Realistic Teacher Education. London: Lawrence Elbaum.
Korthagen, F. A. (2010). How Teacher Education can Make a Difference. Journal of Education for Teaching, 407-423.
Lave, J., & Wenger, E. (1991). Legitimate Peripheral Participation. In J.Lave & E. Wenger (Eds.) Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Loughran, J. (2014). Professionally Developing as a Teacher Educator. Journal of Teacher Education , 1-13.
Lugujjo, E. (2003). TEVET Regulatory Instruments and Qualification: Uganda Case. Conference on the Reform of TVET. Botswana: Ganorone.
McEwen, C., & Trede, F. (2014). The Academisation of Emerging Professions: Implications for Universities, Academics and Students. Power and Education , 145-154.
Ministry of Education and Sports. (2014). Teacher Issues in Uganda: A shared vision for an efficient teachers' policy . Dakar: UNESCO.
Mjelde, L. (2006). The Margical Properties of Workshop Learning. Bern: Peter lang AG. International Academic Publishers.
MoES. (2011). The BTVET Strategic Plan 2011/12 - 2020/2022. Kampala: Ministry of Education and Sports.
Pendlebury, S., & Enslin, P. (2001). Representation, Identification and Trust: Towards an Ethics of Educational Research. Journal of Philosophy of Education, 361-370.
Rizvi, F. (2011). Experiences of Cultural Diversity in the Context of an Emergent Transnationalism. European Educational Research Journal, 180-188.
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 1-22.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 4-14.
Toom, A., & Husu, J. (2012). Finnish Teachers as Makers of the Many: Balancing between broad pedagogical freedom and responsibility. In H. Niemi, & Kallioniemi, The Miracle of Education: The Principles and Practices of Teaching and Learning in Finnish Schools (pp. 39-54). Sense Publishers.
UNDP. (2017). Promote Gender Equality and Women Empowerment: Our Journey 1988-2017. Kampala: UNDP-Uganda.
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2019-12-01
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How to Cite
Atukwase, A. (2019). What Counts as Best Practice Teaching for Teacher Educators: Theory and Practice. International Journal for Innovation Education and Research, 7(12), 298-306. https://doi.org/10.31686/ijier.vol7.iss12.2051
