Professional Development for Teachers: A World of Change (EJ825930)
Author(s):
Collinson, Vivienne; Kozina, Ekaterina; Lin, Yu-Hao Kate; Ling, Lorraine; Matheson, Ian; Newcombe, Liz; Zogla, Irena
Abstract:
As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve learning for the children in their care. This article identifies three emerging trends intended to broaden teachers' learning and enhance their practices through continuous professional development: glocalisation, mentoring, and re-thinking teacher evaluation. The body of the article indicates how these three trends are unfolding in Australia, England, Latvia, the Republic of Ireland, Scotland, Taiwan, and the USA. However, teachers cannot bring about necessary changes without organisational and systemic change; namely, collaboration with governmental agencies and other institutions. The authors suggest that transforming schooling in the twenty-first century depends on education policies being supported by expanded teacher participation in education policy-making, more coherent governmental policies across agencies, and collaborative, differentiated models for career-long continuing professional development.
2009年3月27日 星期五
How to read ABSTRACT?
論文摘要該怎麼解讀呢
以下為標準 4 moves 範例:
ERIC #: EJ815304
Title: An Analysis of Educational Inequality in Taiwan after the Higher Education Expansion
Authors: Lin, Chun-Hung A.; Yang, Chih-Hai
Abstract
Two major educational expansions in Taiwan have resulted in a remarkable improvement of human capital accumulation for the last three decades, which is consistent with the long-run goal of education in improving individual well-being and international competitiveness. This study focuses on the expansion of higher education starting from the late 1980s. As the number of higher-educated workers entering the labor market each year has increased rapidly, this higher education expansion policy has encountered some critiques from the public. Evidence shows that the incidence of over-educated workers in the labor market has been continuously increasing after the expansion, which is considered to be a short-run problem from the policy. We also find that the overall educational inequality drops sharply, which is mainly contributed by the within age group component after decomposing educational inequality using the decomposable Theil index. Along with a larger increase in average schooling for women, a larger reduction in educational inequality for women than for men implies women have benefited more than men from the policy and the educational inequality between men and women is narrowing.
這是另外一篇 但只有 3 Moves
Title: The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region
by David Nunan © 2003 Teachers of English to Speakers of Other Languages, Inc. (TESOL).
Abstract
This article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region. The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed. However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality.
超級 5 Moves
Title: Reflecting globalization effects on local policy: higher education reform in Taiwan
Author: Mok K-H.
Source: Journal of Education Policy, Volume 15, Number 6, 1 November 2000 , pp. 637-660(24)
Abstract:
Recent comparative education policy studies show that even though there seems to be similar patterns and trends in higher education reforms in East Asian societies, the recently initiated higher education reforms have had very diverse agendas. Thus, the considerable convergence of policy rhetoric and general policy objectives may not satisfactorily explain the complicated processes of changes and the dynamic interactions between global, regional and local forces that shape education policy-making in individual countries. This article discusses globalization effects on national policy, with particular reference to how the higher education sector in Taiwan has transformed itself under the global tide of marketization and decentralization. There are a lot of changes similar to both higher education in Taiwan and that of elsewhere, which suggests that Taiwan's higher education has been affected by the trends of globalization. But before we jump to this conclusion, maybe we should also bear in mind an alternative hypothesis that local factors are crucial and determining factors for change. The core of the article is to examine the ways and strategies the Taiwan Government has adopted to reform its higher education systems in response to the changing local socio-economic political context and regional-global environments, with a particular focus on provision, regulation and financing.
以下為標準 4 moves 範例:
ERIC #: EJ815304
Title: An Analysis of Educational Inequality in Taiwan after the Higher Education Expansion
Authors: Lin, Chun-Hung A.; Yang, Chih-Hai
Abstract
Two major educational expansions in Taiwan have resulted in a remarkable improvement of human capital accumulation for the last three decades, which is consistent with the long-run goal of education in improving individual well-being and international competitiveness. This study focuses on the expansion of higher education starting from the late 1980s. As the number of higher-educated workers entering the labor market each year has increased rapidly, this higher education expansion policy has encountered some critiques from the public. Evidence shows that the incidence of over-educated workers in the labor market has been continuously increasing after the expansion, which is considered to be a short-run problem from the policy. We also find that the overall educational inequality drops sharply, which is mainly contributed by the within age group component after decomposing educational inequality using the decomposable Theil index. Along with a larger increase in average schooling for women, a larger reduction in educational inequality for women than for men implies women have benefited more than men from the policy and the educational inequality between men and women is narrowing.
這是另外一篇 但只有 3 Moves
Title: The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region
by David Nunan © 2003 Teachers of English to Speakers of Other Languages, Inc. (TESOL).
Abstract
This article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region. The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed. However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality.
超級 5 Moves
Title: Reflecting globalization effects on local policy: higher education reform in Taiwan
Author: Mok K-H.
Source: Journal of Education Policy, Volume 15, Number 6, 1 November 2000 , pp. 637-660(24)
Abstract:
Recent comparative education policy studies show that even though there seems to be similar patterns and trends in higher education reforms in East Asian societies, the recently initiated higher education reforms have had very diverse agendas. Thus, the considerable convergence of policy rhetoric and general policy objectives may not satisfactorily explain the complicated processes of changes and the dynamic interactions between global, regional and local forces that shape education policy-making in individual countries. This article discusses globalization effects on national policy, with particular reference to how the higher education sector in Taiwan has transformed itself under the global tide of marketization and decentralization. There are a lot of changes similar to both higher education in Taiwan and that of elsewhere, which suggests that Taiwan's higher education has been affected by the trends of globalization. But before we jump to this conclusion, maybe we should also bear in mind an alternative hypothesis that local factors are crucial and determining factors for change. The core of the article is to examine the ways and strategies the Taiwan Government has adopted to reform its higher education systems in response to the changing local socio-economic political context and regional-global environments, with a particular focus on provision, regulation and financing.
幾個好用的網路研究工具
I. ERIC (Education Resources Information Center) 教育資源資訊中心
這是除了全國博碩士論文網之外，可供搜尋學術文獻的網站。
1) 可利用進階條件搜尋，這樣可以更快速找到想要的文獻 (全文電子檔, PDF)。
II. Google 學術搜尋: 這裡有無窮盡的學術寶藏
建議由任何大學圖書館內的電腦設備上網，這樣可以下載所需要的文獻全文電子檔。
III. Google 圖書搜尋: 覺得書店的書沒有你要找的，或是懶得出門逛圖書館嗎
這裡應有盡有，部分還能夠線上預覽。
別再說你沒時間找書了。
除了預覽之外，還可利用內文搜尋關鍵字。
例如: 輸入"Technology"之後，右邊顯示出現該字的頁數及連結。
所以別說你沒時間看完一整本書了。
這是除了全國博碩士論文網之外，可供搜尋學術文獻的網站。
1) 可利用進階條件搜尋，這樣可以更快速找到想要的文獻 (全文電子檔, PDF)。
II. Google 學術搜尋: 這裡有無窮盡的學術寶藏
建議由任何大學圖書館內的電腦設備上網，這樣可以下載所需要的文獻全文電子檔。
III. Google 圖書搜尋: 覺得書店的書沒有你要找的，或是懶得出門逛圖書館嗎
這裡應有盡有，部分還能夠線上預覽。
別再說你沒時間找書了。
除了預覽之外，還可利用內文搜尋關鍵字。
例如: 輸入"Technology"之後，右邊顯示出現該字的頁數及連結。
所以別說你沒時間看完一整本書了。
IV. The Free Dictionary: 線上字典
用英文查英文，你的英文閱讀能力會進步更快
2009年3月23日 星期一
3/22 (Sun) 第一次上課的文章
1. 原來這篇是由中文翻成英文的，難怪有一些寫作上的問題。
2. 作者為NCCU的教授，難怪該系會以此文為考題。
3. 凡可以運用在寫作上的文字及該避免的現象，都已標出顏色。
Education minister has homework
Friday, May 02, 2008
By Prudence Chou 周祝瑛
Prudence Chou is a professor of education at National Chengchi University 政治大學.
http://www3.nccu.edu.tw/~iaezcpc/
TRANSLATED BY JAMES CHEN
After many twists and turns and endless rounds of speculation, Cheng Jei-cheng (鄭瑞城) was named the next minister of education. With reaction from all sides ranging from shock to delight, it appears that there will be no honeymoon period for the new minister. After May 20, he will need to quickly roll up his sleeves and get right to work.
In light of the past 10 years of chaos in education reform and the anxieties this has produced, any new initiatives must take into consideration cultural traditions while excluding ideology. There needs to be a return to standards based on the fundamentals of education. The professionalism of front-line educators must be respected and more emphasis needs to be placed on communicating with parents and the public.
When setting education policy, several factors must be thoroughly analyzed, including the social trends of birthrate decline and a graying population, the increasing number of children born to foreign spouses, the more than 1.2 million children being raised by grandparents and the gradual development of an M-shaped society.
With these in mind, on behalf of parents and education workers, I call for the following actions to be taken:
First, there needs to be a comprehensive review of the reform problems of the past 10 years. A few days ago president-elect Ma Ying-jeou (馬英九) restated the commitments he made in his education policy white paper. Therefore, once the minister assumes office, he should establish an “education reform review committee” as soon as possible. The General Report on Education Reform released by the Cabinet’s Committee on Education Reform should be reviewed along with each reform measure in order to understand the results and problems of implementation. The more controversial education policies from recent years should be comprehensively reviewed and resolved at once instead of just making minor tweaks.
For example, issues in urgent need of attention include problems with the 2009 high school curriculum and the 2006 provisional curriculum, the controversy over multiple or single textbook versions for a single curriculum guideline, the requirement that elementary school students learn Chinese, English and a mother tongue language, and the confusion over different Romanization methods.
Other issues that need attention are questions over the fairness and effectiveness of diversified enrollment schemes, the distortion of high school enrollment patterns caused by the junior high school Basic Competency Test's threshold, adjusting the way in which junior high classes are composed either according to standard distribution or by student ability, the proliferation of high schools and universities in spite of a declining birth rate, the compression of vocational education and the weakening of the acquisition of practical skills, adjusting and implementing a practical plan for 12-year compulsory education, determining education budget allocation between the central and local governments and its practical effectiveness, and maintaining positive relations with local education bureaus within their legal and management structures.
Another question is whether the positive aspects of the original teacher training system should be reinstated instead of completely converting into a regular college just for the sake of “transformation.” Also, there is an overemphasis on the Science Citation Index, the Social Science Citation Index and the Engineering Village index when writing theses, leading to the neglect of the pursuit of true educational excellence.
Second, a standing “education development committee” should be created. The Committee on Education Reform established in 1994 was only temporary. Its creation did not come about through the legislative process and it possessed authority without accountability. There was no way for the committee to plan and supervise policy.
I think we should follow Japan's Central Council for Education model and establish a standing committee by an act of legislature in which members would have term limits. The committee would be able to supervise policy execution and any subsequent revisions in order to ensure the attainment of education vision and goals.
Third, Ministry of Education officials should govern according to the law. In light of the controversial personality characteristics and governing style of the current minister, the public hopes that his successor will use people that are talented, possess integrity and, more importantly, are more professional than political. Besides strengthening personal cultivation in the humanities, sciences and modern corporate leadership skills, the next minister of education must also have a global outlook, show greater concern for problems faced by disadvantaged groups and junior high and elementary schools, and have a firm grasp of the existing local educational environment.
He must also strictly uphold educational neutrality and govern according to the law, respecting the opinions of his subordinates and having the wisdom to employ the right people for the job as opposed to just bringing in his own people. Besides being able to withstand insults and high stress, the minister should also ideally have a sense of humor and a happy disposition. This will ensure there will be more laughter and less mudslinging in Taiwanese education.
Published on Taipei Times
http://www.taipeitimes.com/News/editorials/archives/2008/05/02/2003410802
2. 作者為NCCU的教授，難怪該系會以此文為考題。
3. 凡可以運用在寫作上的文字及該避免的現象，都已標出顏色。
Education minister has homework
Friday, May 02, 2008
By Prudence Chou 周祝瑛
Prudence Chou is a professor of education at National Chengchi University 政治大學.
http://www3.nccu.edu.tw/~iaezcpc/
TRANSLATED BY JAMES CHEN
After many twists and turns and endless rounds of speculation, Cheng Jei-cheng (鄭瑞城) was named the next minister of education. With reaction from all sides ranging from shock to delight, it appears that there will be no honeymoon period for the new minister. After May 20, he will need to quickly roll up his sleeves and get right to work.
In light of the past 10 years of chaos in education reform and the anxieties this has produced, any new initiatives must take into consideration cultural traditions while excluding ideology. There needs to be a return to standards based on the fundamentals of education. The professionalism of front-line educators must be respected and more emphasis needs to be placed on communicating with parents and the public.
When setting education policy, several factors must be thoroughly analyzed, including the social trends of birthrate decline and a graying population, the increasing number of children born to foreign spouses, the more than 1.2 million children being raised by grandparents and the gradual development of an M-shaped society.
With these in mind, on behalf of parents and education workers, I call for the following actions to be taken:
First, there needs to be a comprehensive review of the reform problems of the past 10 years. A few days ago president-elect Ma Ying-jeou (馬英九) restated the commitments he made in his education policy white paper. Therefore, once the minister assumes office, he should establish an “education reform review committee” as soon as possible. The General Report on Education Reform released by the Cabinet’s Committee on Education Reform should be reviewed along with each reform measure in order to understand the results and problems of implementation. The more controversial education policies from recent years should be comprehensively reviewed and resolved at once instead of just making minor tweaks.
For example, issues in urgent need of attention include problems with the 2009 high school curriculum and the 2006 provisional curriculum, the controversy over multiple or single textbook versions for a single curriculum guideline, the requirement that elementary school students learn Chinese, English and a mother tongue language, and the confusion over different Romanization methods.
Other issues that need attention are questions over the fairness and effectiveness of diversified enrollment schemes, the distortion of high school enrollment patterns caused by the junior high school Basic Competency Test's threshold, adjusting the way in which junior high classes are composed either according to standard distribution or by student ability, the proliferation of high schools and universities in spite of a declining birth rate, the compression of vocational education and the weakening of the acquisition of practical skills, adjusting and implementing a practical plan for 12-year compulsory education, determining education budget allocation between the central and local governments and its practical effectiveness, and maintaining positive relations with local education bureaus within their legal and management structures.
Another question is whether the positive aspects of the original teacher training system should be reinstated instead of completely converting into a regular college just for the sake of “transformation.” Also, there is an overemphasis on the Science Citation Index, the Social Science Citation Index and the Engineering Village index when writing theses, leading to the neglect of the pursuit of true educational excellence.
Second, a standing “education development committee” should be created. The Committee on Education Reform established in 1994 was only temporary. Its creation did not come about through the legislative process and it possessed authority without accountability. There was no way for the committee to plan and supervise policy.
I think we should follow Japan's Central Council for Education model and establish a standing committee by an act of legislature in which members would have term limits. The committee would be able to supervise policy execution and any subsequent revisions in order to ensure the attainment of education vision and goals.
Third, Ministry of Education officials should govern according to the law. In light of the controversial personality characteristics and governing style of the current minister, the public hopes that his successor will use people that are talented, possess integrity and, more importantly, are more professional than political. Besides strengthening personal cultivation in the humanities, sciences and modern corporate leadership skills, the next minister of education must also have a global outlook, show greater concern for problems faced by disadvantaged groups and junior high and elementary schools, and have a firm grasp of the existing local educational environment.
He must also strictly uphold educational neutrality and govern according to the law, respecting the opinions of his subordinates and having the wisdom to employ the right people for the job as opposed to just bringing in his own people. Besides being able to withstand insults and high stress, the minister should also ideally have a sense of humor and a happy disposition. This will ensure there will be more laughter and less mudslinging in Taiwanese education.
Published on Taipei Times
http://www.taipeitimes.com/News/editorials/archives/2008/05/02/2003410802
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