On the 24th January 2019 a young sixteen year old schoolgirl from Sweden, Greta Thunberg, addressed attendees at the World Economic Forum in Davos. She said to them “Some people say that the climate crisis is something that we will have created, but that is not true, because if everyone is guilty then no-one is to blame. And someone is to blame. Some people, … have known exactly what priceless values they have been sacrificing to continue making unimaginable amounts of money.
A couple of years ago, I was asked to write a research review on the pedagogy of teacher education for the International Handbook of teacher education (Korthagen, 2016). It made me realize how overwhelming and scattered the literature in this field is, because many different views exist on ways to educate teachers. It made me realize how overwhelming and scattered...
As teacher educator, educating secondary school teachers in Norway I often visit student teachers in their field practice. The last decade I have experienced an increased focus on measurable outcomes and the cognitive dimension of learning in schools. The teaching seems predictable. It feeds young people’s thinking, but does not ‘reach their heart or touch their soul’ (Biesta, 2017, p. 418).
Metaphors and images are playful, yet powerful tools to represent complex ideas. Professional development of teacher educators is such an idea. As a researcher, teacher educator and in-service trainer of teacher educators, I like to think of professional development in terms of “zippers” and “zipping”.
21st century English school-based education and learning debatably needs rethinking. Our classrooms repeatedly still mirror those of the Victorian era and education may be viewed as ‘traditional’ and ‘boring’ with pupil motivation and engagement frequently a problem