JOURNAL OF THE INTERNATIONAL SOCIETY FOR TEACHER EDUCATION

Volume 13, Number 1, 2009

Theme: Continuing Development in Teacher Education

From the Editor

Sybil Wilson ...................................................................................................................................... 4

From the Secretary General

Lotte Rahbek Schou ..............................................................................................................5

Articles

Continuing Development of Teacher Education in Armidale:

Professional/Academic tensions
T.W. Maxwell ........................................................................................................................6

Teacher Education: So, What Should We Do Now? Learning from the Past;
Looking to the Future….
James D. Greenberg ...............................................................................................................13

Nurturing Reflective Practice in Initial Teacher Education: Dissection of a Self-Directed

Learning Session
Jacky Pow and Tammy Kwan................................................................................................24

Teachers as Reflective Practitioners: A Study of Self Regulated Learning in the

Graduate Teacher Classroom
Ann A. Battle, Alida Anderson, and Daniel Moos ................................................................33

Towards a Teaching Career: How Initial Teacher Education Affects Motivation to Teach
Catherine Sinclair...................................................................................................................47

Teachers and Action Research:

The Need to Stimulate Research Interest in School Teachers in Botswana
Josiah O. Ajiboye ...................................................................................................................61

Book Reviews and Recent Publications by ISTE Members

Growing a Soul for Social Change: Building the Knowledge Base for Social Justice
Neema William Jangu ............................................................................................................69

Organising Parent Involvement in SA Schools

Anna Hugo .............................................................................................................................71

Publication Guidelines ...........................................................................................................72

Future Submissions ................................................................................................................73
Submission Requirements ......................................................................................................74

Copyright © 2009
by the International Society for Teacher Education
ISSN 1029-5968
 Continuing Development of Teacher Education in Armidale:
Professional/Academic Tensions

T.W. Maxwell

This short article provides some historical background to teacher education at the School of
Education at the University of New England. It begins with the unique mandate of the
Armidale Teachers’ College to serve a rural population and moves through the process of a
traumatic and amalgamation with an institution of a different culture to desirable ideal
integration made more challenging by the rationalization of resources, expansion of internal
and external expectations, growth of programs and intensification of external
accountabilities..

Teacher Education: So, what should we do now?

Learning from the Past; Looking to the Future….

James D. Greenberg

”Those who do not learn from the past are doomed to repeat it.” (George Santayana)

This paper, which was delivered as a keynote address at the 28th annual seminar of the
International Society for Teacher Education (ISTE) at Armidale, Australia in April 2008, has
been rewritten for the reader. The writer presents a brief history of schooling and
curriculum issues in the United States, from the earliest years to the present, as the backdrop
to describing the changing expectations of the teacher over the decades, the struggle for a
defining professional image and role of the teacher, and the participation of teacher
education in that struggle. He presents the current point of struggle as a dilemma for
teachers and teacher education to be appropriately responsive to the multiplicity of demands
of the profession by school and society. He proposes that the way forward is to return to John
Goodlad’s “simultaneous renewal” with schools and universities, teachers and teacher
educators, law makers and policy implementers working together on collaborative and
inclusive models of teacher education.

Nurturing Reflective Practice in Initial Teacher Education:

Dissection of a Self-Directed Learning Session

Jacky Pow
and
Tammy Kwan

Self-Directed Learning (SDL) was introduced to a Postgraduate Diploma in Education

(PGDE) program at the University of Hong Kong (HKU) in 2004 as an innovation to
empower student teachers to initiate and manage their professional development. SDL is
used as a mode of learning that emphasizes the student teachers’ autonomy in exercising
independence and control of their own learning. This paper reports on the implementation of
SDL group sessions and the analysis of one video-taped session, in order to illustrate how
SDL works. This single case dissection indicated that the SDL session appears to have
fostered student-teachers’ professional development across the three aspects of: integrating
theory with practice; engaging in constructive sharing and reflecting; and learning to
become an empowered autonomous reflective professional.
 Teachers as Reflective Practitioners:
A Study of Self Regulated Learning in the Graduate Teacher Classroom

Ann A. Battle
Alida Anderson
Daniel Moos

This study examined knowledge acquisition and perceived use of Self-Regulated Learning
(SRL) by teachers in two graduate courses. In one course, teachers were exposed to SRL
theory and how to support their students’ use of SRL processes. The other course promoted
leadership by having teachers develop action proposals targeted at school improvement.
While one course focused on SRL theory, the other required teachers to use SRL processes in
a guided independent study. Data were collected from teachers and instructors on teachers’
self-perceptions of SRL processes used throughout the independent study. Instructors’
perceptions of teachers’ SRL use were also measured. Results indicated that instructors’ and
teachers’ perceptions of teacher SRL use differed across multiple dimensions. Results
provided insight into self-reflective aspects of teacher training environments. The paper
explores implications of findings related to (a) design of graduate classes for teachers;
(b) facilitation of professional development standards; and (c) directions for future research.

Towards a teaching career: How initial teacher education affects motivation to teach

Catherine Sinclair

Motivation involves energy and drive to learn, work effectively, and achieve potential.
It is what moves us to do something, including being a teacher. This paper describes a
research study of the impact of initial teacher education, its coursework and
practicum, on the motivation to teach of two separate cohorts of elementary student
teachers beginning their four-year initial teacher education courses at a suburban
university in Sydney, Australia. Results indicated that the practicum rather than
coursework more strongly and more positively affects student teacher motivation to
teach. The paper concludes with recommendations for educators wishing to enhance
the recruitment, retention and engagement of student teachers in initial teacher
education - coursework and practicum.

Teachers and Action Research:

 The Need to Stimulate Research Interest in School Teachers in Botswana

Josiah O. Ajiboye

This paper reports on a recent survey of 500 primary school teachers in Botswana, on their
knowledge of research methodology and how to stimulate research interest among their
peers. Quantitative data, collected through a questionnaire, was further supported by
qualitative information obtained through in-depth interviews. Major findings from the study
include poor knowledge of research methodology among the sample, with a large majority
indicating that they had never been exposed to research methods during pre-service training.
Only teachers with a B.Ed. degree indicated that they had been taught research methods in
one or two courses. Generally, the teachers found it difficult to connect what they do in their
classroom with the need for doing research or using research findings, although they were
strong in their view that research methods should be a compulsory component in the pre-
service teacher education program.

Future Submissions

2009 (Volume 13, Number 2)

Open submission - Members of ISTE, students and non members are invited to contribute
manuscripts related to any important topic in teacher education. Articles and book reviews that
explore social justice themes and teacher education are particularly invited.
Deadline for Submission: August 1, 2008

2010 (Volume 14, Number 1)

Theme – Trading Ideas in Teacher Education for the 21st Century
This is the theme of the seminar in Ogden, Utah, USA hosted by Weber State University.
Participants (including those from the Distance Paper Group) are invited and encouraged to
revise their seminar papers, attending carefully to the manuscript and publication guidelines,
and submit them to the journal for consideration. Book reviews on the theme are invited.
Deadline for Submission: August 1, 2009

2010 (Volume 14, Number 2)

Theme – Social Justice, Equity and Teacher Education
This is a special issue featuring articles and book reviews that explore issues of social justice
and equity in teaching and learning and teacher education. ISTE members and non members
are invited to submit critical essays and research studies that explore how social justice issues –
race, poverty, immigrant status, gender, disabilities- impact teachers and their work and therefore the
challenges to and responses of teacher education.
Deadline for Submission: August 1, 2009

2011 (Volume 15, Number 1)

Theme – Educating Teachers for a Better World
This is the theme of the seminar in Brazil hosted by the Pontifícia Universidade Católica do Rio
Grande do Sul (PUCRS). Participants (including those from the Distance Paper Group) are
invited to revise their seminar papers, attending carefully to the manuscript and publication
guidelines, and submit them to the journal for consideration. Book reviews on the theme are
invited.
Deadline for Submission: August 1, 2010.

Book and Other Media Review Submissions

Reviews of books or other media created by ISTE members are welcome. Either the review
or the item reviewed must be by a member. Reviews may be no longer than 1000 words. .

Recent Publications Submissions

ISTE members may submit an annotated reference to any book which they have had been
published during the past three years. Annotations should be no longer than 150 words.