A Cross-National Examination of Knowledge, Policy, and Practice in Learning to Teach: Part II

Session Type: WERA Symposium

Abstract

This is the fourth in a series of symposium examining the question of how teachers learn to teach effectively. We study the evolution of educational policy and research on effective approaches to initial teacher learning with careful attention to context, bringing together historical, theoretical, and empirical work. For close to two-years we have been developing a conceptual framework and a system of data collection to inform our question across a diverse number of countries and areas of teaching knowledge. Preliminary findings indicate that approaches to teacher education are influenced by a variety of research traditions which are not always consistent and sometimes are at odds with national policy with varied results for the intellectual capacity, and future work of teachers.

Sub Unit

• World Education Research Association

Chair

• Ian Menter, University of Oxford

Papers

• Learning to Teach in Russia: A Review of Policy and Empirical Research - Roza A. Valeeva, Institute of Psychology and Education, Kazan Federal University, Russia; Aydar M. Kalimullin, Kazan Federal University

• Learning to Teach in Israel: Policy and Practice of Initial Teacher Education Programs - Ruth Zuzovsky, Hakibbutzim College of Education, Technology & the Arts; Smadar Donitsa-Schmidt, Kibbutzim College of Education

• Learning to Teach in Australia - Simone Jane White, Monash University

• Learning to Teach in Mexico: A Review of Policy and Research - Maria Teresa Tatto, Michigan State University

Discussant

• Kate Reynolds, Bath Spa University