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“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-21 Katherine Frances McLay, Peter David Renshaw
Teachers are simultaneously regarded as the most important influence on student learning and, paradoxically, as untrustworthy agents who can’t be relied upon to deliver quality learning outcomes. G...
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How ‘academic’ should academic writing be? Or: why form should follow function Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-20 Gert Biesta, Keita Takayama, Margaret Kettle, Stephen Heimans
Published in Asia-Pacific Journal of Teacher Education (Vol. 52, No. 2, 2024)
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Teacher shortage: an analysis of the rural teachers living subsidy policy on teacher attraction and retention in rural Western China Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-13 Jinqiu Jiang, Sun Yee Yip
The teacher shortage is a critical issue in many rural areas around the world. This paper presents the findings of two studies that investigated the impact of financial incentives on teacher attrac...
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Teacher recruitment policies: accelerating issues of spatial justice in England Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-12 Clare Brooks, Jane Perryman
As well as high levels of teacher attrition, most countries around the world report some form of teacher recruitment crisis, exemplified by failed recruitment targets and high levels of demand for ...
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Epistemic governance of community readiness in ITE discourse Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-11 Peta Salter, Tanya Doyle, Kelsey Lowrie
This critical discussion paper explores the epistemic governance of “community readiness” in and for teacher education. Classroom ready is often interpreted as technical skill which places emphasis...
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Profiling the status of out-of-field teaching in Western Australia: graduate teacher and principal perspectives Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-08 Janine E Wyatt, Linda Hobbs
This paper shows how system-level data can generate useful insights into the profile of first-year graduates who are teaching out-of-field (OOF). Understanding in-school demand and impacts on first...
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The emergence of autonomy in intertwingled learning environments: a model of teaching and learning Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-08 Gerald Ardito, Jon Dron
Nelson and Nelson (1987) coined the term “intertwingularity” to express the complexity of interrelations between the various facets of human knowledge. This theoretical paper explores the intertwin...
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A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-04 Amy McPherson, Jo Lampert, Bruce Burnett
This article brings together a number of key issues that emerge in research around the problem of teacher shortages in hard-to-staff schools. It offers a broad overview of the hard-to-staff schooli...
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Beyond the walls of formality: the role of non-formal science activities in teachers’ professional development Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-05 Jorge Martín-García, María Eugenia Dies Álvarez
This study analysed secondary school teachers’ self-reported learning during their participation in a long-term, non-formal scientific activity in the form of a crystal-growing contest. Therefore, ...
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Teachers at the speed of light: alternative pathways into teaching and implications for social justice Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-01 Jo Lampert, Babak Dadvand
What happens when Initial Teacher Education shifts focus from preparing teachers as change agents to focusing on fast-tracking candidates into the profession? In this paper, we focus on the implica...
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Reconciling the evolving conceptualisations of language teacher cognition from an activity theory perspective Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-03-03 Yue Peng
A review of literature suggested that language teacher cognition had been used interchangeably with teachers’ knowledge and beliefs, and examined as a static entity to map out the what aspect of te...
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How are teacher shortages in hardest-to-staff schools represented in (inter)national policy documents from England and Australia? Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-02-27 Reece Mills, Terri Bourke, Martin Mills, Simone White, Lisa van Leent
Teacher shortages are a significant global problem disproportionally affecting “hardest-to-staff” schools and subjects. To better understand (inter)national policy responses to teacher shortages, t...
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School can’t? Thinking about refusal in education Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-02-20 Stephen Heimans, Gert Biesta, Keita Takayama, Margaret Kettle
Published in Asia-Pacific Journal of Teacher Education (Vol. 52, No. 1, 2024)
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Correction Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-02-20
Published in Asia-Pacific Journal of Teacher Education (Vol. 52, No. 1, 2024)
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An ecosystem of knowledge: relationality as a framework for teachers to infuse Indigenous perspectives in curriculum Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-02-16 Maryanne Macdonald, Sarah Booth, Libby Jackson-Barrett
New data is presented from two studies involving thirteen practising secondary teachers and twelve pre-service early childhood, primary and secondary teachers in Australia. The first study explored...
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South Korean education and learning excellence as a Hallyu: Ethnographic understandings of a nation’s academic success Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-02-14 Gabor Sebo
Published in Asia-Pacific Journal of Teacher Education (Vol. 52, No. 2, 2024)
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Pre-service teachers’ experiences of a core Bachelor of Education (primary) unit: Teaching and learning about relationships and sex education for and about sex, gender and sexual diversity Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-02-14 Lisa van Leent, Chelsea Kay, Abbey Wighton, Courtney Peters, Brianna Ryan
The expectations placed on teachers and teacher educators have increased particularly in relation to education topics such as relationships and sex education. One group of four pre-service teachers...
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The impact of standards on novice teachers during mandated teaching induction: lessons from the Indonesian context Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-01-10 Tatik Tatik, Hoa Nguyen, Tony Loughland
Standards-based induction is a nationally mandated support programme for newly appointed government-registered teachers in Indonesia. The Indonesian government continues to promote teacher standard...
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Language teacher motivation, autonomy and development in East Asia Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2024-01-08 Shuai Zhang, Zhe Dong
Published in Asia-Pacific Journal of Teacher Education (Vol. 52, No. 1, 2024)
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Teaching, education, and the politics of English Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-11-02 Margaret Kettle, Stephen Heimans, Gert Biesta, Keita Takayama
Published in Asia-Pacific Journal of Teacher Education (Vol. 51, No. 5, 2023)
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School education from the perspective of phenomenological pedagogy Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-09-12 Bo Gong, Shuqin Lin
Published in Asia-Pacific Journal of Teacher Education (Vol. 51, No. 5, 2023)
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Editorial: excavating ‘meaningful differences’ in Asia-Pacific teacher education research Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-09-05 Keita Takayama, Margaret Kettle, Stephen Heimans, Gert Biesta
Published in Asia-Pacific Journal of Teacher Education (Vol. 51, No. 4, 2023)
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Finnish early childhood education – building a strong foundation for the future Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-07-26 Heidi Harju-Luukkainen
The Finnish education system has garnered significant international interest due to its consistently high rankings for decades. However, the same level of interest has not been extended to the coun...
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Developing teacher candidates’ global teaching competence through virtual exchange Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-07-17 Chang Pu, Suxian Weng
This study explored how a learning community was formed and evolved among Chinese and American teacher candidates through a virtual exchange (VE) project embedded in teacher education courses, and ...
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On the threshold of being a teacher: motivations and ideals of 116 Dutch student teachers Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-07-11 Heleen Simonsz, Yvonne Leeman, Wiel Veugelers
ABSTARCT This study focuses on student teachers who are on the threshold of entering the teaching profession. The aim of this study is to examine their motivations for becoming teachers, their educational ideals and the meaningful experiences inside and outside teacher education that influenced their educational ideals. To examine these, we conducted a survey of 116 student teachers at three Dutch
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Insights into an Australian practice-oriented teaching performance assessment for prospective teachers: benefits and complexities Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-07-07 Jeana Kriewaldt, Natasha Ziebell, Katina Tan, Nadine Crane
This research examines the consequences of a mandatory assessment for pre-service teachers in Australia that is completed during their final teaching placement. The Teaching Performance Assessment ...
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Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-07-07 Geoff Woolcott, Robert Whannell, Margaret Marshman, Linda Galligan, Tony Yeigh, Taryn Axelsen
The performance of pre-service teachers (PSTs) is generally assessed during practicum by supervising teachers or observers who may provide subjectively different evaluations known to lack reliabili...
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“They’re coming to us and we don’t have any training” - Professional learning approaches for secondary Australian school year advisors: a call for support Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-07-04 Victoria Joyner, Michelle J. Eady, Bonnie Amelia Dean
ABSTRACT Secondary school year advisors fulfil an important relationship-building, middle leadership position in schools. Although responsible for supporting the wellbeing of students with a range of academic, social, and emotional needs, there is limited research into year advisor’s role and the support provided for these educators. This qualitative study provides insight into year advisors’ perceptions
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Long-term transformative learning from short-term outbound mobility programs and the connection to government’s soft power initiatives Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-07-04 Donna Tangen, Deborah Henderson
In this paper we describe the long-term impact of engagement in a short-term outbound mobility program (OMP) that connected Australian preservice teachers with Malaysian preservice teachers at an e...
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“You fight your battles and you work out how you’re going to change”: the implementation, embedding and limits of restorative practices in an Australian rural community school Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-06-28 Garth Stahl, Samantha Schulz, Melanie Baak, Ben Adams
Research suggests that the use of Restorative Practice (RP) in schools can foster more positive and inclusive school communities, yet there remains limited research regarding how to embed such prac...
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Developing profession ready teacher education graduates through school-university partnerships: an Australian study Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-06-28 Miriam Tanti, Chrissy Monteleone, Monica Wong
ABSTRACT The engagement of both school and university has played a significant role in initial teacher education. The focus of this paper is the growth of an alternative style of school-university partnership from a single school to a Hub of 19 school-university partnership, in the inner-west suburbs of Sydney, Australia. Four school and university mentors who have participated over a seven-year period
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Transforming teacher education or transforming the school: a dangerous dilemma? Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-05-15 Gert Biesta, Keita Takayama, Margaret Kettle, Stephen Heimans
Published in Asia-Pacific Journal of Teacher Education (Vol. 51, No. 3, 2023)
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Submitting a book review to the Asia-Pacific Journal of Teacher Education Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-05-15 Amanda Gutierrez, Bronwyn Reid O’Connor
Published in Asia-Pacific Journal of Teacher Education (Vol. 51, No. 3, 2023)
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Reorienting toward complexity in teacher education Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-05-09 Jody Dlouhy-Nelson, Kyle Hamilton, Darlene Loland, Leslie P. Shayer, Catherine Broom, Sabre Cherkowski, Margaret Macintyre Latta, Karen Ragoonaden
ABSTRACT We are teacher educators committed to reorienting toward complexity in teacher education, given the multiplex terrain of the education landscape that awaits teacher candidates (TCs) upon receiving their Bachelor of Education degree. Within our context, we are preparing teachers to work with a recently revised curriculum and many regional, national, and global challenges and mandates, especially
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ChatGPT, subjectification, and the purposes and politics of teacher education and its scholarship Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-04-25 Stephen Heimans, Gert Biesta, Keita Takayama, Margaret Kettle
Published in Asia-Pacific Journal of Teacher Education (Vol. 51, No. 2, 2023)
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Schools, religion, and affect: unpacking Australian educator discomfort Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-04-24 Nadeem Memon, Samantha Schulz, Stephen Kelly, Dylan Chown
ABSTRACT Religious bigotry, including incidents of discrimination and violence based on religion, continues to rise across Australia. Religion is consequently considered a destabilising factor in Australia’s commitment to diversity. But does Australia’s religious diversity pose a threat to social cohesion or an opportunity? In Australia’s public schools, despite significant curricular and pedagogical
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Domains and origins of information and knowledge encountered by pre-service teachers during professional experiences in Helsinki and Johannesburg Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-04-18 Jari Lavonen, Sarita Ramsaroop, Ani Loukomies, Nadine Petersen, Elizabeth Henning
ABSTRACT This article reports the results of a study on the domains and origins of information and knowledge that primary pre-service teachers utilised during their professional experiences in teaching schools at the University of Helsinki (UH) and the University of Johannesburg (UJ). The professional experience at both universities focuses on the collaborative planning of lessons in a variety of school
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The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-04-18 Lisa Murtagh, Elizabeth A.C. Rushton
Attempts to solve perceived policy problems in Initial Teacher Education (ITE) have seen national and international jurisdictions increasingly centralising ITE curricula, coupled with monitoring an...
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Preservice mathematics teachers’ reasoning about their instructional design for using technology to teach mathematics Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-04-09 Kai-Lin Yang, Ying-Hao Cheng, Ting-Ying Wang, Jhih-Cheng Chen
ABSTRACT This study explored mathematics teachers’ reasoning regarding their instructional design for technology use in teaching mathematics. Various types of qualitative data were obtained and analysed from a sample of 19 secondary and 28 primary preservice teachers. The findings showed that the purposes of technology use, teachers’ conceptions of mathematics and its learning, their learning experience
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The role of classroom observation in the development and assessment of schoolteachers in Vietnam: a review of national policy and research Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-03-27 Matt O’Leary, Vanessa Cui, Minh Tran Kiem, Dung Tien Dang, Giang Thi Huong Nguyen, Kim Hue Thi Hoang
ABSTRACT This paper focuses on the role of classroom observation in the development and assessment of schoolteachers in Vietnam through a narrative review of current policy and cognate research literature. The overall aim of this review was twofold. Firstly, to contribute to a growing bank of Vietnam-based studies to maximise the value of the insights from this scholarly work into recent policy reforms
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Professionalism and everyday practices in early childhood education and care: Singaporean pre-service teachers’ perspectives Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-02-16 Anne Keary, Robyn Babaeff, Kathryn Garnier
ABSTRACT Notions of professionalism are central to how EC teachers enact practice. We explore how a group of Singaporean early childhood education and care (ECEC) pre-service teachers (PSTs) understand the notion of professionalism in this paper, drawing on their identity text work. The analysis is grounded by de Certeau’s thinking on the practice of everyday life, examining ideas about space, strategies
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Partnership or prescription: a critical discourse analysis of HEI-school partnership policy in the Republic of Ireland Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-02-12 Alan Gorman, Catherine Furlong
ABSTRACT The Republic of Ireland has witnessed a transformative reform agenda in teacher education, stemming from internal trends, increased emphasis on supranational ranking indicators, and recommendations from national and international reviews of existing teacher education. As part of this reform agenda, the Teaching Council of Ireland has espoused models of higher education institution (HEI)-school
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Ready, or not? Graduate teachers’ perceptions of their classroom readiness through a capstone assessment task Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-02-08 Michelle Ludecke, Rebecca Cooper
ABSTRACT Since the TEMAG Review we, as teacher educators in initial teacher education (ITE), have seen a gradual yet perceptible shift in the way pre-service teachers demonstrate their “classroom readiness.” In the past readiness was connected to preparing evidence for a job interview. Now, classroom readiness is determined by a pre-service teacher’s ability to meet the Australian Professional Standards
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Curriculum materials and educative opportunities: observing teacher positionings from teachers’ guides Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-02-03 Heejoo Suh
ABSTRACT Well-written curriculum materials are known to support teacher learning. Less discussion has focused on whether teachers’ guides, curriculum materials written specifically for teachers by textbook publishers, provide sufficient support. In this study, I analyse four US-based mathematics teachers’ guides to understand the opportunities within them for teacher learning. Drawing on positioning
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In recognition of teachers and teaching Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-02-02 Margaret Kettle, Stephen Heimans, Gert Biesta, Keita Takayama
Published in Asia-Pacific Journal of Teacher Education (Vol. 51, No. 1, 2023)
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Immigrant teachers’ experience of professional vulnerability Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-02-02 Sun Yee Yip
ABSTRACT The mobility of teachers is a global phenomenon that has affected the education environment worldwide. This study examines the professional transition of immigrant teachers and finds that teacher professional vulnerability is a critical emotion in the complex process of professional transition. Using a qualitative inductive approach, this study reports on the professional transition experiences
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Formative performance assessment in preservice teacher education – working through the black boxes Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-01-17 Rachael Adlington, Jennifer Charteris, Adele Nye
ABSTRACT Teaching performance assessments (TPA) are a trending feature of initial teacher education. Founded in the United States of America, TPAs have emerged in the Australian context as a capstone assessment of preservice teacher competence. However, the inclusion of the TPA in initial teacher education places additional pressure on tertiary institutions to prepare their graduates for the rigour
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Disrupting discourses and reclaiming public teacher education: A provocation Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2023-01-03 Tanya Fitzgerald
ABSTRACT In this article, in which I draw on a keynote address to the 2022 Australian Teacher Education Association conference, I take up the challenge to provoke conversations about and advocate for public teacher education. I call for a disruption to accountability discourses that locate teaching and teacher education as a contemporary public policy problem that presuppose regimes of accreditation
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Constructing professional identities in new figured worlds: Foreign language teachers transitioning to English teaching in Vietnam Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-11-29 Hao Tran, Kerry Taylor-Leech
ABSTRACT Teachers stand at the face of educational change, and it is therefore important to understand the identity work that they do if reform is to be successful. This paper explores how two Vietnamese university language teachers renegotiated their professional identity in the context of dramatic changes to language provision in the tertiary-sector in Vietnam. These changes were brought about by
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Controversial issues in the Australian educational context: dimension of politics, policy and practice Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-11-29 Amy Mcpherson, Daniella Forster, Kylie Kerr
ABSTRACT In recent years, a number of controversies related to climate change, racism and Black Lives Matter, and gender and sexual diversity have characterised public debate in Australia about politically charged content in schools. This paper explores one jurisdiction’s “Controversial Issues in Schools” policy through three broad areas of discussion. We begin by analysing the current social and political
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The impossibility of keeping history in the past: working beyond cognitive science to locate historical significance in the stolen generations Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-11-29 Neil Harrison, Ivan Clarke
ABSTRACT Historical significance continues to be the forgotten element of history education. Without student capacity to establish what they think is important, or why they would care about certain events and people from the past, students will continue to be disinterested in the study of history. This paper draws on the results of a three-year study aimed at understanding how the Stolen Generations
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Critical review of research on teacher knowledge building: towards a conceptual framework Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-11-01 Xiaoyan Li, Guoyuan Sang
ABSTRACT Teacher knowledge building (TKB) is indispensable for teachers’ continuing professional development (PD). However, studies on how teacher knowledge is built and how to facilitate this process are scarce. In this study, we critically reviewed the existing literature on TKB since 2016, focusing mainly on in-service teachers working in K-12 school settings. Thirty-six studies were identified
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Taking “Asia Pacific” seriously: some uncomfortable questions about editing APJTE Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-10-27 Keita Takayama, Margaret Kettle, Stephen Heimans, Gert Biesta
Published in Asia-Pacific Journal of Teacher Education (Vol. 50, No. 5, 2022)
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The early years of the Journal: some personal reflections Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-10-17 G. R. (Bob) Teasdale
ABSTRACT In this historical piece, Bob Teasdale, who was the Editor when the journal was known as the South Pacific Journal of Teacher Education (1975–1980) and who also served as President of the journal’s professional organisation then known as the South Pacific Association for Teacher Education (1980–1981), details the early years of the journal’s inception during the 1970s, as well as the decision-making
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Fluctuations in the professionality and professionalism of the teaching profession in Japan: a perspective against the “learnification” of teacher education Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-10-15 Terumasa Ishii
ABSTRACT In Japan, the complexity of the teaching profession has been downplayed in the course of repeated systemic reforms, wherein the profession is increasingly viewed as a technical operation. In response to this trend, the concept of “reflective practitioner” (Schön, D. A.) has been proposed as a counterpoint. While it has influenced the discussion of teacher education reform thereafter, it has
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Teaching and learning of indigenous languages in the Pacific: are we doing enough in teacher education? Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-10-14 Govinda Ishwar Lingam
ABSTRACT This contribution explicitly responds to Agenda No. 5 of the eight challenges posed by the journal editors, which focuses on politics and practice of language learning and teaching. This agenda deserves specific attention in teacher education research because language is a strong indicator of people’s identity.
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Who educates the teacher educator? On research, practice, and politics Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-09-22 Gert Biesta, Keita Takayama, Margaret Kettle, Stephen Heimans
Published in Asia-Pacific Journal of Teacher Education (Vol. 50, No. 4, 2022)
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Taking teacher educators, teachers, and students seriously in research: a statement from the editors of the Asia-Pacific Journal of Teacher Education about the revised aims and scope of the journal Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-09-22 Gert Biesta, Stephen Heimans, Keita Takayama, Margaret Kettle
Published in Asia-Pacific Journal of Teacher Education (Ahead of Print, 2022)
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Teacher educators’ learnings from change and growth in new educational contexts: Understanding identity, belonging and purpose Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-09-13 Angela Fitzgerald, Ondine Jayne Bradbury
ABSTRACT In an increasingly dynamic and ever-changing global context, mobility and employment choices has resulted in professional diversification and change. These changes have offered opportunity for two researchers to apply an analytic approach to their experiences. This collaborative self-study explores how being in a new educational context influenced and shaped the thinking of two teacher educators
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Call for special issue proposals for the Asia-Pacific Journal of Teacher Education Asia-Pacific Journal of Teacher Education (IF 2.231) Pub Date : 2022-09-13 Kathryn Bown
Published in Asia-Pacific Journal of Teacher Education (Vol. 50, No. 5, 2022)