1. TEPE
Research-Based Teacher Education Reform
13th-15th May 2011
Vienna
Problems with the implementation of Research-Based Teacher Education Reform
Jón Torfi Jónasson
School of Education
University of Iceland

2. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
The point of departure
Research-based policy is probably an advantage but its implications should be clear and the problems it faces should be addressed.
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Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …

3. The structure of the paper
Classification of issues to be discussed and evaluated
The main categories
Conceptual issues
The general problem of evidence based policy
The two main problems of teacher education
The problem of fragmentation
The general problems as related to education
The 12 issues
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4. Conceptual issues Issue 1
The definition of research
Traditional, empirical or analytic
Informed, critical inquiry, formative inquiry
Or should TE be research-based in the sense of all teaching in TE should be based on research; i.e. it should be a truly academic teaching enterprise? See Heggen, Karset, Kyvik, 2010; four types of arguments for emphasising research in the TE programmes.
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5. The general problem of evidence based policy Issue 2
Evidence, what type of data counts a evidence? Or what counts as evidence?
Based, in what sense the any type of evidence a basis for policy? And in what sense it is a basis?
Policy, what counts as policy, and by whom?
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6. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
The two main problems of teacher education The problem of fragmentation Issues 3-8
The fragmented levels of discourses
Who plans teacher education?
Fragmentation of cultures of Higher education
Fragmentation of expertise within the system
Pre-service, in-service or life-long education
Various supporting fields and research traditions
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7. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
The problem of fragmentation The fragmented levels of discourses Issue 3
Don’t talk as if it just to do solid research and then use it
What agents, or stakeholders are talking?
What parts of the educational enterprise is the reference point (or the prototype)?
What parts of the educational effort is under discussion?
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8. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
The problem of fragmentation The fragmented levels of discourses Issue 3
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Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …

9. The problem of fragmentation Who plans teacher education? Issue 4
The simple question is: who does what? Who talks to whom? It is suggested that the different groups interact very little, for various good or at least understandable reasons. Therefore the idea of research based TE should be made transparent, inter alia to respond to questions about the academic freedom or sovereignty of academic institutions.
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10. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
The problem of fragmentation Fragmentation of the cultures of Higher education Issue 5
The strong academic culture versus the professional culture
Two points:
On what basis is it decided that TE shall be academically based? Could it be on rhetorical grounds or the general emphasis HE lays on research?
Could the policy become that TE should be research based in the sense of introducing research into its programme; also on rhetorical grounds?
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The problem of fragmentation Fragmentation of expertise within the system Issue 6
What experts should be instrumental in advising the policy on TE, the pedagogues, psychologists, the philosophers, the chemists, historians, the school teachers?
Here we are only talking about the academic expertise of those educating the teachers.
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12. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
The problem of fragmentation Pre-service, in-service or life-long education Issue 7
Two worlds, the world of
pre-service teacher education
in-service teacher education
The two hardly meet; teacher educators talk about pre-service (that is their turf), analysts of the educational systems talk about in-service or professional development.
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13. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
The problem of fragmentation Various supporting fields and research traditions Issue 8
Which general theoretical perspective should be adopted? That of psychology, philosophy, sociology, economics, ….?
What about analytical, qualitative, or quantitative research?
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14. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
The two main problems of teacher education The general problems as related to education Issues 9-12
The non-conclusive characteristic of (educational) research (a well known problem).
The non-prescriptive nature of (educational) research (a well known problem).
The pseudo-causal discourse characterising discussion of educational change (a serious and an overriding problem). Must be tackled head on.
The inherently conservative aspect of basing practice on research. Perhaps the most serious problem of all. Critique both of the evidence and the inquiry approach. (Should we never allow any change unless it is thoroughly researched? What about moving on in the 21st century?)
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15. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
Conclusions
Work at it, but be ware.
We must be meticulous in defining and moulding both the general and academic discourses.
Research-based TE; perhaps the term based is the most problematic?
Perhaps we might talk about evidence or research inspired policy concerning TE? Or tempered by research?
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16. Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …
Thank you
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Jón Torfi Jónasson – TEPE Vienna 2011 Problems to address .. …