Education & Pedagogy

American teacher education is stuck in an unproductive and dysfunctional pattern. American teacher education programs graduate thousands of newly certified teachers each year, but the evidence that even half of the new graduates are dynamic and capable teachers is weak. The reputations of the teacher education programs through which they pass are poor, both within the academic community and in the field of K-12 education. In this article, the author stresses that the time has come for dramatic, fundamental change in the way teacher educators prepare the teachers of America's fifty-five million school children. The dramatic change needed will require a redefinition of teacher education, taking it beyond preservice preparation to include the ongoing support of teachers throughout their professional lives. Reforming teacher education needs a comprehensive re-conceptualization of what effective teacher education can be; an empirically based and radically local framework that addresses the two major issues confronting teacher educators: (1) "the problem of practice"; and (2) the "challenge of succession". The author discusses how to develop new models of teacher education. (Contains 1 figure.)

Project Lead The Way (PLTW) is thought by some to be the nation's premier program in providing high schools and middle schools with pre-engineering curriculum and linkage to college-level engineering and engineering technology programs. This study examined the infusion of the PLTW pre-engineering curriculum into the well-established technology education programs of the middle schools and high schools in the state of Indiana. The participants of this study consisted of the 1,043 technology education teachers listed with the Indiana Department of Education. Two sample groups were utilized in this study, one PLTW teachers and the other non-PLTW teachers. In this study, a survey technique was used to ascertain the perceptions of Indiana's technology education teachers. The results of this study indicated that Indiana technology education teachers have embraced pre-engineering education, and that both PLTW teachers and non-PLTW teachers view pre-engineering education as a valuable component of technology education. (Contains 8 tables.)

This article based on my doctoral thesis examines the Basic Arts Education system in Finland, focusing on Basic Crafts Education and its description through action concepts. The main task of the study was to create a concept model. In the first part of the study a concept map was created from the practice of Basic Crafts Education. The aim of the second part of the study was to specify the concept map and to ground a concept model, which describes the reality of Basic Crafts Education. Basic Crafts Education, which I define as craft-art, is examined from the viewpoints of art education, socio-cultural education and education for the future. In addition, craft-art is explored as a basic human activity as defined by the philosopher and theorist Hannah Arendt. In the study the Delphi Expert Method was used and carried out through question rounds by email. The empirical data consists of expert knowledge where experts represent different crafts fields and areas in Basic Crafts Education such as pedagogy, education and administration.

Anytime that education is modernized, a number of problems come up. These problems include the following: (1) The problem on retaining what is positive in the system as it stands; (2) If something that was useful to society has been lost in education in the preceding years, it will have to be brought back; and (3) The problem on bringing the system of education into conformity with the needs of society. In this article, the authors take a look at the modernization of education in Russia. They focus on four aspects that related to the general education schools: (1) Renovation of the "content of education" and improvement of the mechanisms for monitoring its quality; (2) Formulation and adoption of state standards of general education and "reduction of the load" of the content of education; (3) Adoption of the unified state exam; and (4) Introduction of profile instruction in the upper grades of the general education schools. They also take a look at the Russians' arguments for and against the modernization of the system of education in Russia. (Contains 3 notes.)

In many parts of the world, higher education is viewed as a prime "motor" for the development of a knowledge-based economy. Under the banner of this "new economy", higher education policies, programmes and practices have been increasingly co-opted and shaped by wider geo-strategic political and economic interests. This paper explores three, interlinked, higher education policy spaces--in Europe, the United States, and Australia. It explores how the growing range of educational initiatives at the European level has affected--both directly and indirectly--American and Australian policymaking in higher education. The European higher education project, which is increasingly perceived as having some significance to the global economy, has set off a series of dynamic reactions in both Australia and the United States, which is leading to multiple new logics and new imaginaries about the global higher education landscape. Through this, a more integrated and relational global system of higher education is emerging. (Contains 17 notes.)

The purpose of this study was to identify the major science education programs in the United States, where the science education researchers published their research. This research is the first study of the scholarly productivity of science education programs at domestic institutions of higher education. Each issue of the eight research journals ("Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Journal of Science Teacher Education, School Science and Mathematics, Journal of Computers in Math and Science Teaching, Journal of Science Education and Technology, and Journal of Elementary Science Education") published in the 1990s provided the author(s) and their institutional affiliation. The resultant ranking of raw and weighted counts for the top 30 science educations programs shows variation in journals where research was published. Overall, regardless whether the total number of publications (raw) or weighted rating there was 90% agreement among top 10 and 70% agreement among the bottom 10. Potential explanations for variations and uses for rankings are discussed.

As the number of culturally and linguistically diverse (CLD) learners with disabilities increases in the United States, many educators and policymakers purport that teacher education programs (TEPs) must incorporate multicultural education more substantively. However, we know very little about the impact of multicultural education on the thinking and actions of preservice teachers. Moreover, we know very little about how changes in content and format affect their outcomes on evaluative measures. This study traces the conceptual change of 26 preservice teachers enrolled in an introductory special education course with a multicultural component. Concept mapping and comparative essays were used to analyze quantitatively and qualitatively which concepts the preservice teachers found most salient and specific. Results indicated statistically significant changes in the concepts the students' deemed most central and specific. Also, qualitative analysis revealed that students' post-maps were more complex than their pre-maps. Implications for research and practice are included.

During the past 40 years, health education has taken significant steps toward improving quality assurance in professional preparation through individual certification and program approval and accreditation. Although the profession has begun to embrace individual certification, program accreditation in health education has been neither uniformly available nor universally accepted by institutions of higher education. To further strengthen professional preparation in health education, the Society for Public Health Education (SOPHE) and the American Association for Health Education (AAHE) established the National Task Force on Accreditation in Health Education in 2001. The 3-year Task Force was charged with developing a detailed plan for a coordinated accreditation system for undergraduate and graduate programs in health education. This article summarizes the Task Force's findings and recommendations, which have been approved by the SOPHE and AAHE boards, and, if implemented, promise to lay the foundation for the highest quality professional preparation and practice in health education.

This paper explores some particular aspects of the privatisation of public sector education, mapping and analysing the participation of education businesses in a whole range of public sector education services both in the UK and overseas. It addresses some of the types of privatisation(s) which are taking place "of", "in" and "through" education and education policy, "in" and "through" the work of education businesses. This entails a traversal of some of the multi-level and multi-layered fields of policy: institutional, national and international. Such an approach is important in demonstrating the increasing diversity and reach of some of the education businesses and their different kinds of involvements with different institutions and sectors of education. It also makes it possible to set local rhetorics, such as "partnership", within the context of corporate logics of expansion, diversification, integration and profit. (Contains 13 notes, 1 figure and 3 boxes.)

The first part of this article contextualises "education reform"--the restructuring of education and teacher education--within the global and national requirements and demands of Capital in the current epoch of global neoliberalism and neoconservatism. The second part analyses developments in teacher education in England and Wales under both Conservatives (1979-97) and New Labour (1997-2006) and the extent of continuities between the two. These developments have resulted in the detheorised, non-egalitarian and technicist state of teacher education in England and Wales, with its marginalisation of issues of the social contexts of education, and issues of equality/inequality. These silences work to produce teachers more fit to develop children and young adults fit for the purposes of Capital. The third part sets out a series of progressive egalitarian policy principles and proposals that constitute an egalitarian manifesto for education and for critical teacher education and critical pedagogy, very distinct from both the Conservative and New Labour policies, and calls for critical transformative egalitarian education. (Contains 1 table and 6 notes.)

Existing research in astronomy education is largely centred on undergraduates. We conducted this qualitative study to explore examples of astronomy education internationally, providing context to the quantitative study by Salimpour et al. (2021). Our methods included an online survey (N = 68) and 10 interviews with select participants to discover the methods of learning and teaching astronomy in K12. We used thematic analysis to contrast international astronomy education efforts in formal and informal education settings. Interview participants provided examples of programmes that disrupt representation gaps in astronomy fields and promote STEM connections amongst historically underserved populations. The present study will inform future studies and collaborations between educators, astronomers, and informal spaces, and provide examples of astronomy integrations in coursework and community. This, along with the ongoing work of Salimpour and Fitzgerald, can provide multinational curricular and pedagogical examples of leveraging astronomy as a 'gateway science' and inform interdisciplinary/transdisciplinary approaches to teaching science.

This paper aims to understand American 'neofascist anti-gender education' by firstly contextualizing it within international campaigns, and secondly reporting on US specificities. Using a Critical Discourse Analysis of 1629 US state-level bill submissions from 2018 to 2024, this paper reports on a study querying (1) which neofascist anti-gender education elements are being introduced in American legislation, (2) where and when, and (3) how and why. The study showed a coordinated mobilization that initially began installing neofascist anti-gender education in 2018 through smaller state-level senate and house bills and files in politically enabling Republican-governed states targeting restrictions on transgender students' access to information in primary school classrooms, gender-aligned bathrooms, and athletics. Increasingly, bills expanded in number, frequency, size, and punitive reach against various students, education professionals and citizens. Although initial anti-gender education bills targeted critical gender education approaches, by 2024, the bills expanded to weaken other gender-related education and democratic structures.

This study examines the impact of the COVID-19 pandemic on the education of Pakistani refugees in Bangkok, Thailand. It also assesses the effectiveness of emergency education (i.e., education in emergencies) provided by international non-governmental organizations (INGOs) in meeting the educational needs of refugees. The research focuses on the intersection of the refugee situation and COVID-19 restrictions, exploring how INGOs' emergency education programs have addressed the needs of refugee children. The study also discusses the challenges faced by refugee children, the ethical implications of INGOs' emergency education interventions, and the long-term educational prospects of refugee children. It highlights the concept of "perpetual emergency education," which has created a significant gap between policies and practices. As a result, the study suggests that a more sustainable approach to refugee education is needed, recommending the integration of human rights and development-based education strategies into emergency education. This approach aims to narrow the gap and create a more resilient education system, particularly for urban refugees.

In recent years, the intersection of higher education, identity, and carceral systems has required scholars and practitioners to actively work to interrogate carceral logics in educational settings. As an urban education teacher preparation program, collaborating with a higher education in prison program, we understand that educational gatekeeping practices have excluded collective knowledges, thereby deciding what expertise looks and sounds like -- and who and where it comes from. In this paper, we present both the problems and possibilities of what it means to confront higher education practices and redefine success measures for educator preparation programs as well as higher education in prison initiatives. Using autoethnography, we interrogate interdependent phenomena in higher education -- the decolonization of teacher preparation pedagogy, the practices of engaging the voices of those most impacted and disabled by teachers and school practices, and the reparative process of urban education towards advancing research of higher education initiatives in prisons. [Note: The volume and issue (35, 4) shown in the citation on the PDF are incorrect. The correct volume and issue are 36, 1.]

Purpose: Physical education teacher education is one of the most difficult subjects to transition online due to its inherent embodiedness in nature. Anticipating the challenges of transitioning courses during COVID-19, we explored our experiences teaching physical education teacher education online during emergency remote delivery. Method: Using a collaborative self-study of teacher education practice methodology, we interrogated our assumptions, actions, and lived experiences of teaching physical education teacher education online. Journal reflections and responses, recorded meetings, and documents/artifacts were analyzed using inductive reflexive thematic analysis and Dewey's theory of experience. Results: Our reflections on tensions and new learnings generated four themes: (a) lifting us up and bringing us down, (b) (no more) show and tell, (c) creating bonds through relationships and community, and (d) finding joy without movement. Conclusion: Although this adventure of emergency remote teaching did cause stress and uncertainty, it also pushed us to become innovators and provided professional development.