Table Of ContentPractical Knowledge in Teacher Education
In Practical Knowledge in Teacher Education, expert contributors from across Asia and Europe
explore and reflect upon the innovation and creativity in teacher education programmes. Specific
focus is given to the internships that provide students an opportunity for intensive, hands-on
experience in schools. Different approaches to internship provide comprehensive information on a
diversity of ways of organizing and managing internship programmes within teacher education
courses, and equip future teachers with real-world knowledge within a global context.
This book focuses on approaches to internship in teacher education programmes in Europe and
Asia. It explores the idea that a consideration of the rich variation in approaches and experience
across Eurasia will foreground critical aspects of successful internship.
Each chapter provides a different focus from Asian and European perspectives on aspects of the
teacher education practicum or internship, and what can be learned from school placement.
This book is an invaluable resource for all those involved in teacher education, educational
policy and anyone who has a stake in ensuring effective teacher education for the 21st century. It
offers a far reaching overview of the teacher internship phase across a number of countries, and
contributes to identifying distinctive features of teacher education in European and Asian
universities.
Javier Calvo de Mora is a Professor of School Organization at the University of Granada, Spain.
Keith Wood is a Professor at the Sultan Hassanal Bolkiah Institute of Education, Universiti
Brunei Darussalam.
Asia-Europe Education Dialogue
Series Editor: Kerry J. Kennedy
This Routledge book series provides a forum for dialogue on key educational issues and
challenges faced by Asian and European societies. Its distinctiveness is its broad focus on
Education in Asia and Europe. In essence, it will address major issues in education reform,
student learning, leadership, curriculum, higher education, multicultural education, and other
major educational issues affecting Asia and Europe.
Published books:
Practical Knowledge in Teacher Education
Approaches to teacher internship programmes
Edited by Javier Calvo de Mora and Keith Wood
Practical Knowledge in Teacher Education
Approaches to teacher internship programmes
Edited by
Javier Calvo de Mora and Keith Wood
First published 2014
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2014 Javier Calvo de Mora and Keith Wood
The right of Javier Calvo de Mora and Keith Wood to be identified as the authors of the editorial material, and of the authors for
their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification
and explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Practical knowledge in teacher education: approaches to teacher internship programmes / edited by Javier Calvo de Mora, Keith
Wood. pages cm.—(Asia-europe education dialogue)
1. Teachers—Training of—Cross-cultural studies. 2. Teachers—In-service training—Cross-cultural studies. 3. Interns (Education) I.
Calvo de Mora Martínez, Javier. II. Wood, Keith.
LB1707.P7 2014
371.102—dc23
2013047901
ISBN: 978-0-415-84433-8 (hbk)
ISBN: 978-1-315-81405-6 (ebk)
Typeset in Galliard
by Book Now Ltd, London
Contents
List of illustrations
About the contributors
Preface
Abbreviations
1 Becoming a teacher through practical knowledge
JAVIER CALVO DE MORA
PART I
Practical knowledge and the institutional process
2 Teacher internship: A critical reflection on the interface between policy and practice in
Malaysian teacher education
NAGENDRALINGAN RATNAVADIVEL, AMINAH AYOB AND OTHMAN LEBAR
3 Bridging the mathematics education course and teaching practice: A Finnish example of how
to construct and conduct research-based teacher education
RAIMO KAASILA, SONJA LUTOVAC AND ANNELI LAURIALA
4 The place of pedagogical internship in the reform of teacher education in Vietnam
NGUYEN LOC
5 Developing professional practice through the use of standards in initial teacher education
SARATHA SITHAMPARAM
6 Internship and teacher education in Portugal in the new millennium
AMÉLIA LOPES, FÁTIMA PEREIRA AND CRISTINA SOUSA
7 Professional experience in Australian teacher education programs: An overview
RUTH REYNOLDS
PART II
Models of internship
8 Developing teacher competency through practice in Singapore
WOON CHIA LIU, GEOK CHIN IVY TAN AND HAIRON SALLEH
9 Teacher internship in Ireland: Current challenges and opportunities
RAYMOND LYNCH AND PATRICIA MANNIX McNAMARA
10 Student teachers doing action research
MARIT ULVIK
11 Clinical practice in a Japanese primary school teacher preparation programme
YOSHIKO KITADA
12 Digital challenges for schools and teacher education
INGRID HELLEVE
13 Developing internships in the Netherlands: New concepts, new roles, new challenges
CORINNE VAN VELZEN AND MARCEL VAN DER KLINK
14 Professional learning communities in the teacher internship program in Singapore
HAIRON SALLEH, JONATHAN GOH WEE PIN AND ANTONIA TENG KIT WAH
15 Becoming a teacher, learning through internship
KEITH WOOD
Index
Illustrations
Figures
1.1 Dilemmas of teachers’ decisions
1.2 Learning process of teaching profession
1.3 Institutional context of internship period
1.4 Collaboration/internship school–university
4.1 Vietnam’s education system
10.1 Adaptation of Brunstad’s Model (Norway)
11.1 Model-Core Curriculum
11.2 The different clinical practice classes and their introduction into the curriculum
11.3 Opportunities for reflecting on clinical practice
11.4 Relations among a teacher’s knowledge, judgment and behaviour
11.5 Clinical seminar schedule
14.1 Partnership model: NIE–MOE–schools tight alignment in the decision-making process of
practicum
15.1 Evidence of conceptual change
Tables
1.1 Teacher practical knowledge
4.1 Teacher education framework curricula at Vietnam’s universities
6.1 Features of teacher education that Portuguese teachers considered associated with the
relevance of training for their professional practice
6.2 Teacher educators’ perspectives about the relevance of practical education of future teachers
6.3 Primary teacher education in Portugal during the last three decades
6.4 Perspectives of teachers who graduated between 2000 and 2005 on internships
6.5 Teacher educators’ feelings on the impact of the implementation of the Bologna process on
teacher education and respective causes
9.1 Initial teacher education programme balance
10.1 Teaching plan of teacher education
10.2 Teacher plan based on action research
11.1 How students’ research themes changed
13.1 Three models of school–university collaboration
13.2 Traditional practicum arrangements
13.3 Internships in school–university partnerships
13.4 Internships in academic school–university partnerships
Contributors
Aminah Ayob is a full-time professor at Sultan Idris Education University (SIEU), Malaysia,
where she also held the post of Vice Chancellor (VC) from 2008 to 2011. Prior to being the VC
of SIEU, she was the Dean of School of Education at University of Science Malaysia. She has
been involved in teacher education programmes for more than 18 years. Dr Ayob obtained her
PhD in Science Education from the University of Keele, UK, in 1990 and an MScEd from the
University of Iowa, USA, in 1981. She is actively involved in various committees at the national
and international levels, including serving as the Resource Person for UNESCO Programmes on
Science and Technology Education (2003) and as a South East Asian (SEA) Regional
Representative to The International Organization for Science and Technology Education
(IOSTE) (2002–2004). Professor Aminah has recently led a team of experts in Early Childhood
Care and Education (ECCE) to develop Malaysia’s national curriculum for the early years
called PERMATA, as well as its associated training modules for the ECCE professionals. With
her efforts, a National Child Development Research Centre was set up at SIEU to conduct
research and provide support for the programmes.
Javier Calvo De Mora is a Professor of School Organization in the Department of Didactic and
School Organization, University of Granada, Spain. His main research interests lie in policy,
institutional collaboration and leadership studies, though he is currently coordinator of the
European network on research on Citizenship Education. He is author of a number of books
and papers which explore how to create a continuity learning process between schools and its
context, and editor of books about citizenship culture applied to social relations through school
structure.
Jonathan Goh Wee Pin is an Associate Dean (Research Support) at the Office of Education
Research (OER) and Associate Professor in the Policy and Leadership Studies department,
National Institute of Education (NIE), Nanyang Technological University, Singapore. He
obtained his PhD (with Distinction) from the University of Western Australia in 2001. Jonathan
currently supports the OER in developing research capacity at the institute and helps oversee
OER grant management processes. His teaching and research interests include data analysis
techniques (including Rasch analysis, hierarchical linear modeling and structural equation
modeling), student learning approaches and assessment, educational leadership and
management, and cross-cultural aspects in leadership and management. Some of his works
have been published in the International Journal of Educational Research, Educational
Research, Higher Education, International Journal of Leadership in Education, and School
Leadership and Management. Jonathan has also been actively engaged in consultancy work
with various industries including finance; consumer products; hospitality, and education
(including several private and public schools in Singapore, the Ministry of Education (MOE),
Singapore and the Ministry of Education, Kingdom of Bahrain).
