Teacher Education and Professional Development Commons^™

Undoing Whiteness To Diversify Teacher Education And The Teaching Force, Rick Lybeck, Andrew P. Johnson, Maria-Renee Grigsby

Elementary and Literacy Education Department Publications

Various initiatives are underway in Minnesota and around the country to promote racial consciousness in K-12 teaching (R4615). Some of these show great promise for helping to realize goals related to racial equity and social justice articulated by key professional organizations guiding teacher education and educational research nationwide (AACTE; AERA; AESA).

While enrollment statistics point to incremental gains being made toward diversifying the teaching force in Minnesota and nationwide, this pace lags behind the growth in diversity of the K-12 student population. At the same time, Minnesota’s teaching force remains over 90% white (MDE, 2020).

Considering …

Teachers Report Card 2021: Teachers’ Perceptions Of Education And Their Profession, Australian College Of Educators

Australian College of Educators - National

Teachers play a central role in the development of Australia’s young people. It is essential that their voices are heard by those who make and decide policy, and by others who influence their learning and development. The NEiTA-ACE Teachers Report Card 2021is based on a survey of amplifying the voices of teachers on the state of education and on their profession.

The Teaching And Learning International Survey 2018. Australian Report Volume 2: Teachers And School Leaders As Valued Professionals, Sue Thomson, Kylie Hillman

OECD Teaching and Learning International Survey (TALIS)

The OECD Teaching and Learning International Survey (TALIS) collects internationally comparable data on the learning environment and the working conditions of teachers and principals in schools across the world. TALIS 2018 is the third cycle of TALIS, and Australia has participated in each cycle. In Australia, a nationally representative sample of 4,000 teachers and principals from 200 lower secondary schools was randomly selected to participate in the study. Findings from TALIS 2018 in Australia are reported in two volumes. The first volume, Teachers and School Leaders as Lifelong Learners, published in November 2019, explored teaching practices, the changing contexts for …

Environmental Scan: Topical Areas To Inform A Future Review Of The Australian Professional Standards For Teachers, Kerry Elliott, Pru Mitchell, Hilary Hollingsworth, Charlotte Waters, Jenny Trevitt

Teaching standards and teacher evaluation

The brief was to conduct a broad sweep of literature that has surfaced since the publication of the Australian Professional Standards for Teachers in 2011, and to consider how this literature could inform any future review of the standards. This multi-pronged scan method identified eleven topics that have increasingly influenced teachers' work over the past decade. The environmental scan report provides a critical review of current educational research and policy literature for each of the 11 topics. Findings provide a description of the topic, key sources, an outline of the changing landscape as it relates to teaching, examples of how …

Teachers Report Card: Teachers' Perceptions Of Education And Their Profession, Australian College Of Educators

Australian College of Educators - National

The inaugural ASG-ACE Teachers Report Card, a joint initiative between ASG and the Australian College of Educators (ACE) surveyed teachers on a range of issues including testing, curriculum, stress, wellbeing, support, engagement, satisfaction, technology and opportunity at schools. The report confirmed teachers are passionate about their job, with 96 per cent of respondents saying they find teaching rewarding, and 91 per cent of teachers either 'very satisfied' or 'satisfied' with their profession. Nine out of 10 teachers reported a sense of pride about their profession and speak positively about their jobs to their friends and family. This is not surprising …

"Education For Service": Gender, Class, & Professionalism At The Boston Normal School, 1870-1920, Ann Froines

Women’s and Gender Studies Faculty Publication Series

"Education for Service," and “The Truth Shall Make You Free,” are two aphorisms engraved in granite over doorways of the Boston Normal School (BNS) buildings on Huntington Avenue in Boston. One can argue that the history of women in the teaching profession, its paradoxical and conflicted reality, are reflected in the complex and contradictory meanings of these two aphorisms. Young women students at BNS were moving toward greater freedom or autonomy by taking advantage of the educational opportunity available to them in this city-supported, tuition-free teacher training institution. At the same time, they were providing a crucial social service sanctioned …