Search

The intent of this article is to explore the scholarly influence of Philip W. Jackson through examining the spread of his scholarship and the ideas he generated. The research design of this paper is borrowed from a previous study (Ben-Peretz & Craig, 2018) about another distinguished curriculum scholar, Joseph J. Schwab. The work begins with a biography of Philip Jackson and continues with literature reviews on the history of ideas and the use of knowledge in education. This background is followed by a description of the study's research method, 'inquiry into inquiry', and its data sources (Scopus-listed articles, published books/Google citations, invited addresses, transcribed interviews, conference proceedings, invited addresses, etc.) The papers' findings focus on (1) the influence of Jackson's ideas and approaches, (2) Jackson's direct impact through involvement in projects/organizations, and (3) Jackson's impact on the scholarly literature. Discussions of generative scholarship, intergenerational legacy and scholarly influence conclude the article, along with the recommendation that the 'inquiry into inquiry' approach be re-enacted with other noteworthy curriculum figures to more fully understand the influence of ideas and research dissemination in curriculum and instruction/teaching and teacher education., Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UIDB/00317/2020

[Excerpt] This issue includes seven papers from different parts of the world which address, in one way or another, key dimensions of teaching in a multicultural and complex reality. The papers focus upon issues of learning about and dealing with diversity, organisational and collegial support, conditions for teacher leadership, autonomy support and student engagement. In the first paper, ‘Determinants of classroom engagement: A prospective test based on self-determination Theory’, Juan L. Núñez and Jaime León, from Spain, report on a validation of a classroom engagement measure to the Spanish context, investigating the effect of students’ perception of support for learner autonomy provided by their teachers. Data were collected from 448 undergraduate students by using a longitudinal design. The results indicated adequate psychometric properties for the engagement scale. The authors concluded that autonomy support was a significant predictor of the autonomy, which, in turn, led to likely changes in four types of classroom engagement. Emotional engagement displayed the strongest relationship with students’ need for autonomy. In addition, the need for autonomy mediated the relationship between perceived autonomy support and each indicator of student engagement. Núñez and León’s interpret their findings as supporting self-determination theory’s motivation mediation model that perceived autonomy support longitudinally predicts student engagement because it nurtured changes in autonomy. [...], Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

This paper focuses on the Janus face-teacher educator and researcher. Drawing on existing international literature, our aim is to position ourselves in the discussion relating to our own and other research. In this paper we limit ourselves to discuss two main components, namely teaching and research in relation to which teacher educators seem to experience a rather strong tension. We maintain that the quality of teaching does not become inferior to research and publishing in teacher education. This necessitates that sufficient resources are provided for assuring the quality of teaching and for research; subsequently the two activities are complementary and not contradictory to each other. Our claim is that teacher educators in most settings are Janus-faced due to the competing demands of excellence in both research and teaching. However, we strongly believe that the two main responsibilities of teacher educators which form the Janus face, can melt into each other in the face of a researching teacher educator., Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

[Excerpt] Learning to be a teacher has been described as a complex, contextual and idiosyncratic process (Flores 2001, 2006; Feiman-Nemser 2012). It entails a diversity of learning contexts (Livingston and Shiach 2010) and activities (for instance university course work and field work) and it is dependent on a wide array of factors such as opportunities for developing professional knowledge, support, facilitation of different forms of reflection, classroom observation and modelling by teacher educators. The papers included in this issue address some of these key issues. They illustrate, in one way or another, aspects associated with mentoring, collaboration and professional practice in teacher education in various countries. The first paper ‘Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning’, by Dubravka Knezic, Paulien Meijer, Auli Toom,, Äli Leijen, Juanjo Mena and Jukka Husu, reports on findings from a study carried out in the Netherlands. It focuses on three types of dialogues as reflective tools in placement learning, namely supervisory dialogues (mentor to student teacher), peer dialogues (student teacher to student teacher) and self-dialogues (student teachers to themselves). Data collection was obtained through the use of guided reflection according to which student teachers talked about their teaching experience. The authors conclude that supervisory and peer dialogues seemed to point to similar reflective power in terms of student teacher’s practical knowledge and richness of argumentation for appraisals. Knezic et al. argue for the use of more frequent peer dialogues and they suggest that self-dialogues may be employed for student teachers to consolidate their own knowledge and manage their learning behaviour. The authors discuss the use of the three types of dialogues and their contribution in terms of practical knowledge and support for reflection. [...], Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

Purpose: Self-reliance and social participation are strongly promoted by social policy. Both concepts are linked to the concept of vulnerability, for people who do not meet these standards are labelled "vulnerable people". In this paper, the insider's perspective takes central stage by seeking to explore what it means to be labelled a "vulnerable person", and through this to further our insight into the meaning of the concept of vulnerability. Method: Thirty-three in-depth interviews were conducted with 16 allegedly vulnerable people. The data were subjected to thematic content analysis. Results: Our analysis revealed three main dimensions and eight sub-dimensions of perceived vulnerability, outlining an insider's concept of vulnerability. This concept includes manifestations of vulnerability, feelings coexisting with vulnerability, and the image of vulnerable people. Conclusion: The perception of vulnerability changes when interacting with others in society, especially with social policy implementers. In this interaction, the perceived vulnerability increases and becomes societal vulnerability. It concerns a dependency situation in which one's strength and self-determination are not recognized, and the help needed is not provided. By acknowledging the insider's perspective, social policy can fulfil a more empowering role towards "vulnerable people" and contribute to people's well-being. ispartof: INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES ON HEALTH AND WELL-BEING vol:16 issue:1 ispartof: location:United States status: published

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought.

This paper presents an exploratory study on the knowledge and importance of integrating Lean Education in curricula from the Academy perspective. The study was based on the analysis of participants' outcomes of workshops settled in international conferences. These workshops were used to promote Lean Education as a fundamental content and competency to be taught to the new professionals, independently of their future activity. Having in their DNA Lean content and competency, professionals will be thinkers adopting whole system-thinking, a sustainable conscious and ethical behaviour prepared to face Fourth industrial revolution demands. The authors believe that Lean Education provides such competencies to the new professionals and have been settling and operationalized such workshops in different contexts, involving more than 100 participants (mainly, academics) with teaching responsibilities in training the future workforce. Workshops outcomes were obtained from participants' active discussions and through a satisfaction assessment questionnaire filled by all participants at the end of the workshop. Results show that Lean Education is valuable by academics (more than 50% of the participants gave a high score to the practicality, value, and timeliness of the workshop contents). Nevertheless, a small percentage (12%) knows what Lean Education is or teaches Lean in the classes (10%)., This work has been supported by Fundacao para a Ciencia e Tecnologia (FCT) within the Project Scope: UID/CEC/00319/2019.

[Excerpt] Becoming a teacher entails a complex process which occurs over time in different contexts. Teacher education (TE) plays a central role in it. Although TE has been subject to criticism in regard to its effectiveness in preparing high quality teachers, it does make a difference for quality teachers (Flores 2016). As such, it requires careful programme design, an elaborated view of the intended process of teacher learning, specific pedagogical approaches and an investment in the quality of staff members (Korthagen, Loughran, and Russell 2006). Thus, debates focusing on TE revolve around, amongst other features, its curriculum, its rationale and key components, and its impact on the education and professional learning of preservice teachers (e.g., Darling-Hammond and Lieberman 2012; Livingston and Flores 2017). While teacher education is not to be seen as the panacea to improve education, it certainly does play a role in educating teachers to deal with the increasing complexities of teaching and learning in schools and classrooms in the 21st century. Issues such as motivations for becoming a teacher, the place of reflection in learning to teach, the formation of the professional identity as a teacher, the value of teacher education, the role of teacher educators and the importance of international and comparative perspectives in investigating teacher education are but a few examples of the complex interplay of variables in studying teacher education. The papers included in this issue investigate and discuss these aspects of teacher education. [...], Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

This paper reports on findings from a broader piece of research aimed at investigating the ways in which head teachers experience a new teacher evaluation policy in Portugal, particularly in regard to the challenges and perceived effects of the policy on school and on teacher development. Data were collected through a questionnaire with open and closed-ended questions. In total, 134 head teachers participated in the study. Findings suggest a number of tensions and problems, most of which are related to the key features of the model of teacher evaluation itself. Others issues pertain to the lack of recognition of the appraisers and to the emergence of tensions amongst staff leading to the deterioration of the school climate. Persisting challenges to policy implementation, perceived effects on teachers and schools as well as the dilemmas of head teachers are analysed. The article concludes with the discussion of ways forward., Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562