Turning Policy into Practice: Examining the Relationship between Policy, Research, and Program Development in Teacher Education

Autor/inn/en	Paolucci, Catherine; Jennings, Kevin
Titel	Turning Policy into Practice: Examining the Relationship between Policy, Research, and Program Development in Teacher Education
Quelle	In: Action in Teacher Education, 39 (2017) 2, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2016.1273148
Schlagwörter	Mathematics Teachers; Teacher Education Programs; Program Development; Program Content; Foreign Countries; Undergraduate Study; Educational Research; Educational Policy; Cultural Influences; Context Effect; Teacher Qualifications; Enrollment; School Schedules; Class Size; Alignment (Education); Formative Evaluation; Feedback (Response); Lifelong Learning; Secondary School Mathematics; Ireland + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Programmplanung; Programmgestaltung; Ausland; Grundstudium; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Cultural influence; Kultureinfluss; Lehrqualifikation; Einschulung; Schulzeiteinteilung; Klassengröße; Life-long learning; Lebenslanges Lernen; Irland
Abstract	This article discusses the relationship between policy, research, and program development in mathematics teacher education. In particular, it considers the influences of policy and research along with social, economic, and cultural factors in the conceptualization and development of an undergraduate mathematics teacher education program in Ireland. It also explores the rationale for key features of this innovative model of teacher education and the resulting implications of these features for further program development. Throughout the article, special consideration is given to the role of policy and research in shaping the program structure and content, as well as the significance of the cultural context and mathematics education landscape within which the program was developed. This includes the shifts in the educational culture and the further policy development required to ensure the feasibility and sustainability of the program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01