Teaching Expertise In Three Countries
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| Author | : Akiko Hayashi |
| Publisher | : University of Chicago Press |
| Total Pages | : 215 |
| Release | : 2022-05-06 |
| Genre | : Education |
| ISBN | : 0226818675 |
"While many of us assume that experience makes teachers better at their jobs, remarkably little research has been done to understand how teachers develop expertise and how it affects their teaching. In Teaching Expertise in Three Countries, Akiko Hayashi gives us a remarkable look at the careers of teachers over the course of more than fifteen years. Not only does her research cover a remarkable timespan, it also studies teachers from three national contexts: Japan, China, and the United States. Hayashi builds on the research that began with Joseph Tobin et al.'s celebrated 1991 book Preschool in Three Cultures, examining six teachers profiled in Tobin's 2009 follow up Preschool in Three Cultures Revisited. Hayashi showed those six teachers videos shot in their classrooms twelve years earlier and asked them to reflect on how they have changed. She also interviewed 120 experienced childhood educators from China, Japan, and the US. The teachers' analysis of changes in teaching style and even the way they talked about their trajectory from novice to expert uncovered important cultural differences. While Japanese teachers described experienced educators as less "in their own heads," Chinese teachers said they took command of a classroom. And American teachers with experience reportedly knew when to let things go. Across the three cultures, experienced teachers also had remarkably similar things to say about their approach to teaching. Experienced teachers in all three cultures describe themselves as being quieter, knowing children better, being more "present" and "in the moment," and having better judgment about which incidents require their intervention. All the same, they followed different professional trajectories. While Chinese educators embraced new ideas and the younger educators that brought those ideas into the classroom, Japanese educators valued traditional methods. US educators were encouraged to adopt new research in their teaching practices, but the new ideas required them to follow rules and scripts, limiting their ability to make use of years of experience. Teaching Expertise in Three Countries helps us see how experience forms teachers, despite national differences, and how we can best support them to make use of their incredible knowledge"--
| Author | : Sharon Ryan |
| Publisher | : American Educational Research Association |
| Total Pages | : 332 |
| Release | : 2021-01-20 |
| Genre | : Education |
| ISBN | : 0935302832 |
This volume employs a multidisciplinary approach to research on a high-profile topic very much on the agenda of state and national policy leaders: early childhood development and education. It aims to reflect how scholarly perspectives shape the contours of knowledge generation, and to illuminate the gaps that prevent productive interchange among scholars who value equity in the opportunities available to young children, their families, and teachers/caregivers. The editors and authors identify and prioritize critical research areas; assess the state of the field in terms of promising research designs and methodologies; and identify capacity-building needs and potential cross-group collaborations.
| Author | : Akiko Hayashi |
| Publisher | : University of Chicago Press |
| Total Pages | : 196 |
| Release | : 2015-07-23 |
| Genre | : Education |
| ISBN | : 022626324X |
When we look beyond lesson planning and curricula—those explicit facets that comprise so much of our discussion about education—we remember that teaching is an inherently social activity, shaped by a rich array of implicit habits, comportments, and ways of communicating. This is as true in the United States as it is in Japan, where Akiko Hayashi and Joseph Tobin have long studied early education from a cross-cultural perspective. Taking readers inside the classrooms of Japanese preschools, Teaching Embodied explores the everyday, implicit behaviors that form a crucially important—but grossly understudied—aspect of educational practice. Akiko Hayashi and Joseph Tobin embed themselves in the classrooms of three different teachers at three different schools to examine how teachers act, think, and talk. Drawing on extended interviews, their own real-time observations, and hours of video footage, they focus on how teachers embody their lessons: how they use their hands to gesture, comfort, or discipline; how they direct their posture, gaze, or physical location to indicate degrees of attention; and how they use the tone of their voice to communicate empathy, frustration, disapproval, or enthusiasm. Comparing teachers across schools and over time, they offer an illuminating analysis of the gestures that comprise a total body language, something that, while hardly ever explicitly discussed, the teachers all share to a remarkable degree. Showcasing the tremendous importance of—and dearth of attention to—this body language, they offer a powerful new inroad into educational study and practice, a deeper understanding of how teaching actually works, no matter what culture or country it is being practiced in.
| Author | : Jacqueline Behrend |
| Publisher | : Oxford University Press |
| Total Pages | : 1073 |
| Release | : 2023 |
| Genre | : Education |
| ISBN | : 0197570682 |
"The categories commonly mobilized to think about education have long been associated with the notion of the nation state, and functioned as obstacles, rather than resources, for our understanding of how globalization plays out in this particular field. In the last two decades, both social theory and comparative politics have attempted to overcome these limitations in their own way. Social theory increasingly acknowledged education as a global phenomenon. Theories have been developed to describe a global society evolving across borders. They show how, through processes that remain debated (cultural isomorphism, capitalism, functional differentiation), a number of structural and semantic evolutions have spread across education systems. Part I of this Handbook is dedicated to presenting, discussing, and comparing three such theories of globalization and their implications for our understanding of education and education policy. Comparative politics has for its part concerned itself with developing a more complex, less unified and 'transformationalist' view of the State by acknowledging the fragmentation and distribution of its functions among distinct domains and levels. Part II gravitates around this global constellation, with chapters focusing on global reforms, norms and ideas put forward by supranational organizations, on international accountability processes and on the ways in which nation states or local actors adopt, implement or resist global ideas and reforms. The two Parts reflect these disciplinary approaches to the relation between globalization and education. Together, these two approaches seek to provide a comprehensive overview of how globalization and education interact to result in distinct and varying outcomes across world regions"--
| Author | : Zaretta Hammond |
| Publisher | : Corwin Press |
| Total Pages | : 290 |
| Release | : 2014-11-13 |
| Genre | : Education |
| ISBN | : 1483308022 |
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
| Author | : Shane N. Phillipson |
| Publisher | : Routledge |
| Total Pages | : 238 |
| Release | : 2020-12-23 |
| Genre | : Education |
| ISBN | : 1351139746 |
Throughout the world, the challenges facing modern education are formidable. Although some of the challenges facing are unique to each educational jurisdiction, there are also some important commonalities that transcend jurisdictions. Irrespective of the nature of these challenges, there is an increasing focus on teacher quality – what it is and how to enhance it. To date, research tells us what expert teachers should be doing in their classrooms. This approach is based on the idea that teaching expertise is nothing more than the accumulation of specific skills and knowledge, and as teachers acquire these skills and knowledge most of our educational challenges can be overcome. This book questions this idea by asking 37 teachers who are already recognised as experts to share their classroom secrets. Importantly, the teachers come from diverse cultural contexts, including Australia, Finland, Hong Kong and the US, and they share: how they became expert teachers; their expectations for every student when they enter their classroom; how they view and encourage teacher–parent partnerships; and what skills and knowledge they consider important for expert teaching. To our knowledge, this is the first book that compares and contrasts the approaches taken by expert teachers from four very different cultural groups. The book helps to demystify the work of the modern teacher – what they do and the challenges they face. If you aspire to be an expert teacher, this book provides a clear model of how to approach the process. If you are an education researcher searching for ‘impact’, this book outlines what are some of the emerging hot topics in education research. If you are involved in teacher education then this book offers some new approaches to initial teacher education. If your focus is on educational policy, this book helps make sense of the links between the classrooms of expert teachers, education research and academic achievement. Finally, this book will help parents understand how best to partner with their child’s teacher in order to enhance their learning.
| Author | : Mark W. Hackling |
| Publisher | : Springer |
| Total Pages | : 330 |
| Release | : 2016-10-24 |
| Genre | : Science |
| ISBN | : 3319443836 |
This edited volume explores how primary school teachers create rich opportunities for science learning, higher order thinking and reasoning, and how the teaching of science in Australia, Germany and Taiwan is culturally framed. It draws from the international and cross-cultural science education study EQUALPRIME: Exploring quality primary education in different cultures: A cross-national study of teaching and learning in primary science classrooms. Video cases of Year 4 science teaching were gathered by research teams based at Edith Cowan University, Deakin University, the Freie Universität Berlin, the National Taiwan Normal University and the National Taipei University of Education. Meetings of these research teams over a five year period at which data were shared, analysed and interpreted have revealed significant new insights into the social and cultural framing of primary science teaching, the complexities of conducting cross-cultural video-based research studies, and the strategies and semiotic resources employed by teachers to engage students in reasoning and meaning making. The book’s purpose is to disseminate the new insights into quality science teaching and how it is framed in different cultures; methodological advancements in the field of video-based classroom research in cross-cultural settings; and, implications for practice, teacher education and research. “The chapters (of this book) address issues of contemporary relevance and theoretical significance: embodiment, discursive moves, the social unit of learning and instruction, inquiry, and reasoning through representations. Through all of these, the EQUALPRIME team manages to connect the multiple cultural perspectives that characterise this research study. The ‘meta-reflection’ chapters offer a different form of connection, linking cultural and theoretical perspectives on reasoning, quality teaching and video-based research methodologies. The final two chapters offer connective links to implications for practice in teacher education and in cross-cultural comparative research into teaching and learning. These multiple and extensive connections constitute one of the books most significant accomplishments. The EQUALPRIME project, as reported in this book, provides an important empirical base that must be considered by any system seeking to promote sophisticated science learning and instructional practices in primary school classrooms. By exploring the classroom realisation of aspirational science pedagogies, the EQUALPRIME project also speaks to those involved in teacher education and to teachers. I commend this book to the reader. It offers important insights, together with a model of effective, collegial, collaborative inter-cultural research. It will help us to move forward in important ways”. Professor David Clarke, Melbourne University
| Author | : Jason Anderson |
| Publisher | : Cambridge University Press |
| Total Pages | : 303 |
| Release | : 2023-05-31 |
| Genre | : Education |
| ISBN | : 1009284843 |
There are many expert teachers working in the global South and we can learn a great deal from them. Neither of these claims should be surprising, yet to date there has been almost no research conducted on expert teachers working in Southern contexts. Instead, the huge sums of money invested in attempting to improve teacher quality in the South have frequently been directed towards introducing exogenous practices or interventions that may be culturally inappropriate, practically infeasible and ultimately unsustainable – often failing as a result. In this pioneering book, Jason Anderson provides an authoritative overview of the practices, cognition and professionalism of expert teachers working in low-income contexts. By drawing upon both systematic reviews of teacher expertise and effectiveness research, and his own fieldwork in India, he argues that without an understanding of expert teachers working in all contexts worldwide, we cannot truly understand expertise itself.
| Author | : OECD |
| Publisher | : OECD Publishing |
| Total Pages | : 278 |
| Release | : 2017-02-21 |
| Genre | : |
| ISBN | : 9264270698 |
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these ...
| Author | : Xinrong Yang |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 335 |
| Release | : 2013-08-23 |
| Genre | : Education |
| ISBN | : 3658030976 |
The superior performance of East Asian students in recent international studies of mathematics achievement has attracted the attention of educators and policy makers worldwide. Xinrong Yang focuses on exploring how an expert mathematics teacher is conceptualized by mathematics educators in China and the characteristics that expert mathematics teachers share. The author adopts a sociocultural theory and a prototypical view of conception in this study of teacher expertise and shows that some of the roles expected to be played by expert mathematics teachers in China, such as being at the same time a researcher, a mentor, an expert in examination, and an exemplary model, are quite different from the roles expected of an expert teacher in Western cultures. In addition, some characteristics of expert mathematics teachers the author identifies are different from those reported in previous studies. Examples include the expert mathematics teachers ́ contemporary-constructivist oriented beliefs about mathematics and its learning and teaching, and their ability to teach with flexibility, balance, and coherence.
