Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context
Reflections on the Portuguese case
DOI:
https://doi.org/10.7577/njcie.3777Keywords:
Initial teacher education, Knowledge, Competence, Practicum, Research stanceAbstract
This paper draws on previous empirical work and reflections on initial teacher education after the implementation of the Bologna process in Portugal. It focuses on issues of knowledge and competences developed under the new legal framework, particularly as far as the research component is concerned. As initial teacher education occurs at a Master level, the research dimension was assumed as a key feature of the new model being practicum one of its key distinctive and most innovative elements. The need to enhance the quality of initial teacher education and to reinforce the link between theory and practice and between research and teaching was at the forefront of the restructuring process at the University of Minho, particularly regarding practicum. The paper concludes with a summary of the positive aspects and issues that deserve further attention.
Downloads
Metrics
References
Afdal, H. W. & Spernes, K. (2018) Designing and redesigning research-based teacher education. Teaching and Teacher Education, 74, 215-228.
Bullock, S. M. (2016). Teacher candidates as researchers. In. J. Loughran & M. L. Hamilton (Eds.) International Handbook of Teacher Education (pp. 379-403). Springer Press.
Cochran-Smith, M., & Fries, K. (2008). Research on teacher education: changing times, changing paradigms. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre & K. E. Demers (Eds.), Handbook of research on teacher education, 3rd ed. (pp. 1050-1093). Routledge.
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do (1st ed.). Jossey Bass.
Darling-Hammond, L. (2006a). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300-314.
Darling-Hammond, L. (2006b). Powerful teacher education. Lessons from exemplary programs. Jossey-Bass.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.
EC. (2005). Common European Principles for Teacher Competences and Qualifications. Commission’s Directorate-General for Education and Culture. http://www.atee1.org/uploads/EUpolicies/common_eur_principles_en.pdf
Flores, M. A. (2011). Curriculum of initial teacher education in Portugal: new contexts, old problems. Journal of Education for Teaching, 37(4), 461–70.
Flores, M. A. (2016). Teacher Education Curriculum. In. J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education (pp. 187-230). Springer Press.
Flores, M. A. (2018) Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice, Journal of Education for Teaching, 44(5), 621-636.
Flores, M. A. (2019). Unpacking Teacher Quality: Key Issues for Early Career Teachers. In A. Sullivan, J. Johnson & M. Simmons (Eds.), Attracting and Keeping the Best Teachers (pp. 15-38). Springer.
Flores, M. A., Vieira, F., & Ferreira, F. I. (2014). Formação inicial de professores em Portugal: problemas, desafios e o lugar da prática nos mestrados em ensino pós-Bolonha. In M. C. Borges & O. F. Aquino (Orgs.), A formação inicial de professores: olhares e perspectivas nacionais e internacionais (pp. 61-96). EDUFU.
Flores, M. A.; Vieira, F.; Silva, J. L., & Almeida, J (2016). Integrating research into the practicum: Inquiring into inquiry-based professional development in post-Bologna Initial Teacher Education in Portugal. In M. A. Flores & T. Al-Barwani (Eds.), Redefining Teacher Education for the post-2015 Era: Global Challenges and Best Practice (pp. 109-124). Nova Science Publisher.
Flores, M. A., Santos, P., Fernandes, S., & Pereira, D. (2014). Pre-service teachers’ views of their training: key issues to sustain quality teacher education. Journal of Teacher Education for Sustainability, 16(2), 39- 53.
Formosinho, J. A (2009). Academização da formação de professores [Academization of teacher training]. In J. Formosinho (Coord.), Formação de professores: Aprendizagem profissional e acção docente (pp. 73-92). Porto Editora.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: theory and practice, 15(2), 273-298.
Kansanen, P. (2014). Teaching as a Master’s Level Profession in Finland: Theoretical Reflections and Practical Solutions. In O. McNamara, J. Murray & M. Jones (Eds.), Workplace Learning in Teacher Education. International Practice and Policy (pp. 279-292). Springer.
Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Routledge.
Louhgran, J. (2015). Thinking about teaching as a sophisticated business. In D. Garbett & A. Ovens (Eds.), Teaching for tomorrow today (pp.5-8). Edify.
Loughran, J., Keast, S, & Cooper, R. (2016). Pedagogical reasoning in teacher education. In J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education (pp. 387-421). Springer Press.
Loughran, J. & Menter, I. (2019). The essence of being a teacher educator and why it matters, Asia-Pacific Journal of Teacher Education, 47(3), 216-229.
Menter, I., Hulme, M., Elliott, D., & Levin, J. (2010). Literature review on teacher education in the 21st century. The Scottish Government.
Moreira, M. A. & Vieira, F. (2012). Pre-service teacher education in Portugal – The transformative power of local reform. In J. M. Paraskeva & J. Torres Santomé (Eds.), Globalisms and power – Iberian education and curriculum policies (pp. 94-106). Peter Lang.
Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and teacher education, 46, 17-24.
Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43, 131-142.
Orland-Barak, L. (2017). Learning teacher agency in teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE Handbook on Teacher Education (pp. 247-252). Sage.
Piesanen, E., & Valijarvi, J. (2010). Lot 2: Teacher Education Curricula in the EU, Final Report. Finish Institute for Educational Research. http://ktl.jyu.fi/img/portal/17545/TEC_FINAL_REPORT_12th_Apr2010_WEB.pdf?cs=1271922032
Russell, T., & Martin. A. K. (2016). Exploring the complex concept of quality in teacher education. In. J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education, (pp. 143-180). Springer Press.
Snoek, M., Bekebrede, J., Hanna, F., Creton, T., & Edzes, H. (2017). The contribution of graduation research to school development: graduation research as a boundary practice. European Journal of Teacher Education, 40(3), 361-378.
Tatto, M. T., & Pippin, J. (2017). The quest for quality and the rise of accountability systems in teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE Handbook on Teacher Education (pp. 68-89). Sage.
Townsend, T. (2011). Searching high and searching low, searching east and searching west: looking for trust in teacher education. Journal of Education for Teaching, 37(4), 483-499.
Vermunt, J. D., Vrikki, M., Warwick, P., & Mercer, N. (2017). Connecting teacher identity formation to patterns in teacher learning. In D. J. Clandinin & J. Husu (Eds.), The SAGE Handbook on Teacher Education (pp. 143-159). Sage.
Vieira, F. (2013). A experiência educativa na formação inicial de professores. Atos de Pesquisa em Educação, 8(2), 768-795.
Vieira, F. (2016) Investigação pedagógica na formação inicial de professores: uma estratégia necessária e controversa. Revista Estreiadiálogos, 1(1), 21-39.
Vieira, F., & Moreira, M. A. (2008). Reflective teacher education towards learner autonomy: Moving towards a culture of possibility. In M. Jiménez Raya & T. Lamb (Eds.), Pedagogy for autonomy in language education – theory, practice and teacher education (pp. 266-282.). Authentik.
Vieira, F., Silva, J. L., Vilaça, T., Parente, C., Vieira, F., Almeida, M. J., Pereira, I., Solé, G., Varela, P., Gomes, A., & Silva, A. (2013). O papel da investigação na prática pedagógica dos mestrados em ensino. In B. Silva et al. (Orgs.), Atas do XII Congresso Internacional Galego-Português de Psicopedagogia (pp. 2641-2655). Universidade do Minho.
Vieira, F.; Flores, M. A.; Silva, J. L. & Almeida, J. (2019) Understanding and enhancing change in post-Bologna pre-service teacher education: lessons from experience and research in Portugal. In T. Al Barwani, T.; M. A. Flores & D. Imig, (2019) (Eds.) Leading Change in Teacher Education. Lessons from Countries and Education Leaders Around the Globe (pp.41-57). Routledge.
Vieira, F., Silva, J. L. J. C. da, & Vilaça, M. T. M. (2020). Formação de professores baseada na investigação pedagógica: um estudo sobre o estágio nos mestrados em ensino. Educação Em Perspectiva, 11, 1-17, e020012.
Vieira, F.; Flores, M. A. & Almeida, M. J. (2020) Avaliando o modelo de estágio dos Mestrados em Ensino da Universidade do Minho: entre a qualidade desejada e a qualidade percebida. Instrumento: Rev. Est. e Pesq. em Educação, Juiz de Fora, 22(2), 231-247, mai./ago.
Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2001). Teacher preparation research: current knowledge, gaps, and recommendations (A Research Report prepared for the U.S. Department of Education and the Office for Educational Research and Improvement by the Center for the Study of Teaching and Policy in collaboration with Michigan State University). University of Washington.
White, S., & Forgasz, R. (2016). The practicum: The place of experience? In. J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education, (pp. 231-266). Springer Press.
Zeichner, K. (1990) Changing directions in the practicum: Looking ahead to the 1990s. British Journal of Teacher Education, 16(2), 105-132.
Zeichner, K., & Conklin, H. G. (2008). Teacher education programs as sites for teacher preparation. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre & K. E. Demers (Eds.), Handbook of research on teacher education, 3ª ed (pp. 269-289). Routledge.
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Maria A. Flores
This work is licensed under a Creative Commons Attribution 4.0 International License.
Declaration on copyright
- The author/s will keep their copyright and right of reproduction of their own manuscript, with the work simultaneously licensed under a Creative Commons Attribution License, but give the journal a permanent right to 1) present the manuscript to the public in the original form in which it was digitally published and 2) to be registered and cited as the first publication of the manuscript.
- The author itself must manage its financial reproduction rights in relation to any third-parties.
- The journal does not provide any financial or other remuneration for contributions submitted.
- Readers of the journal may print the manuscripts presented under the same conditions that apply to reproduction of a physical copy. This means that mass reproduction of physical copies or production of copies for commercial purposes is not permitted without the agreement of the author/s.
