A change in perspective – Teacher education as an open system
Main Article Content
Abstract
Teacher education is the environment for the learning and instruction of prospective teachers. Its structure, components, and contents shape the development of relevant competences which enable prospective teachers to be effective in the classroom. But its relevance is questioned because respective research, characterised by inconclusive results, does not offer explanations about the reasons why certain teacher education programmes are more effective than others in the development of relevant competences. One reason for the lack of explanations can be found in the way research assesses the effectiveness of teacher education. This might be due to problems regarding the conceptualisations of teacher education, as well as to the inherent selection and non-random allocation problems in research on the relation between teacher education and student achievement. In this paper we respond to claims for an organisational perspective on teacher education and develop such a new perspective. Accordingly, we provide these claims with an adequate theoretical foundation and develop an organisational model of teacher education based on Open Systems Theory. Besides being one of the first integrative organisational models of teacher education, it is among the first models which illustrate the relations and interdependencies of systems, its different parts, and its different levels, and enables researchers to investigate these interdependencies. The development of this model is further based on an alteration of the input variables of the concept of teacher quality. Moreover, the model has consequences for the notion of teacher education effectiveness. We illustrate these changes, and discuss them and the model with respect to possible areas of further research.
Article Details
How to Cite
König, C., & Mulder, R. H. (2014). A change in perspective – Teacher education as an open system. Frontline Learning Research, 2(5), 26–45. https://doi.org/10.14786/flr.v2i4.109
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References
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Blömeke, S. (2006). Struktur der Lehrerausbildung im internationalen Vergleich. Ergebnisse einer Untersuchung zu acht Ländern. Zeitschrift für Pädagogik, 52, 393-416. http://nbn-resolving.de/urn:nbn:de:0111-opus-44668
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Bol, T., & Van de Werfhorst, H. (2011). Signals and closure by degrees: the education effect across 15 European countries. Research in Social Stratification and Mobility, 29, 119-132. doi:10.1016/j.rssm.2010.12.002
Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31, 416-440. doi:10.3102/0162373709353129
Boyd, D., Grossman, P., Hammerness, K., Lankford, H., Loeb, S., Ronfeldt, M., & Wyckoff, J. (2012). Recruiting effective math teachers: evidence from New York City. American Educational Research Journal, doi:10.3102/0002831211434579
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Grossman, P., & McDonald, M (2008). Back to the future: directions for research in teaching and teacher education. American Educational Research Journal, 45, 184-205. doi:10.3102/0002831207312906
Harris, D. N. & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95, 798-812. doi:10.1016/j.jpubeco.2010.11.009
Hofman, R. H., Hofman, W. H. A., & Gray, J. M. (2008). Comparing key dimensions of schooling: towards a typology of European school systems. Comparative Education, 44, 93-110. doi:10.1080/03050060701809508
Hopkins, D. (2008). A teacher’s guide to classroom research. Maidenhead: McGraw-Hill.
Huang, F. L., & Moon, T. R. (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educational Assessment Evaluation and Accountability, 21, 209-234. doi:10.1007/s11092-009-9074-2
Ingersoll, R.M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: a critical review of the research. Review of Educational Research, 81, 201-233. doi:10.3102/0034654311403323
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Kast, F. E., & Rosenzweig, J. E. (1972). General systems theory: Applications for organization and management. The Academy of Management Journal, 15, 447-465. http://www.jstor.org/stable/255141
Katz, D., & Kahn, R. L. (1978). The social psychology of organizations. New York: Wiley.
Kennedy, M. (1998). Learning to teach writing: Does teacher education make a difference? New York: Teachers College Press.
Konold, T., Jablonski, B., Nottingham, A., Kessler, L., Byrd, S., Imig, S., … McNergney, R. (2008). Adding value to public schools – Investigating teacher education, teaching, and pupil learning. Journal of Teacher Education, 59, 300-312. doi:10.1177/0022487108321378
Korthagen, F.J.A. (2010). Situated learning theory and the pedagogy of teacher education: towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98-106. doi:10.1016/j.tate.2009.05.001
Lankford, H., & Wyckoff, J. (2010). Teacher labor markets: An overview. In D.J. Brewer & P.J. McEwan (eds.), Economics of Education (pp. 235-242). London: Elsevier.
Liu, E., & Johnson, S. (2006). New teachers’ experiences of hiring: late, rushed, and information-poor. Educational Administration Quarterly, 42, 324-360. doi:10.1177/0013161X05282610
Loeb, S., Kalogrides, T., & Beteille, T. (2012). Effective schools: teacher hiring, assignment, development, and retention. Education Finance and Policy, 7, 269-304. doi:10.1162/EDFP_a_00068
Luschei, T., & Carnoy, M. (2010). Educational production and the distribution of teachers in Uruguay. International Journal of Educational Development, 30, 169-181. doi:10.1016/j.ijedudev.2009.08.004
Little, J., & Bartlett, L. (2010). The teacher workforce and problems of educational equity. Review of Research in Education, 34, 285-328. doi:10.3102/0091732X09356099
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Schacter, J., & Thum, Y. M. (2004). Paying for high and low-quality teaching. Economics of Education Review, 23, 411–430. doi:10.1016/j.econedurev.2003.08.002
Schneider, M., & Somers, M. (2006). Organizations as complex adaptive systems: implications of complexity theory for leadership research. The Leadership Quarterly, 17, 351-365. doi:10.1016/j.leaqua.2006.04.006
Schwille, J., & Dembele, M. (2007). Global perspective on teacher learning: improving policy and practice. Paris: UNESCO International Institute for Educational Planning.
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Sicherman N., & Galor O., (1990). A theory of career mobility. Journal of Political Economy, 98, 169-192. http://www.jstor.org/stable/2937647
Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24, 97-118. doi:10.1257/jep.24.3.97
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Tillema, H. H. (1994). Training and professional expertise: bridging the gap between new information and pre-existing beliefs of teachers. Teaching and Teacher Education, 10, 601-615. doi:10.1016/0742-051X(94)90029-9
Van de Werfhorst, H. G. (2011). Skills, positional good or social closure? The role of education across structural-institutional labour market settings. Journal of Education and Work, 24, 521-548. doi:10.1080/13639080.2011.586994
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Wang, A., Coleman, A., Coley, R., & Phelps, R. (2003). Preparing teachers around the world. Princeton: Educational Testing Service.
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Angrist, J., & Guryan, J. (2008). Does teacher testing raise teacher quality? Evidence from state certification requirements. Economics of Education Review, 27, 483-503. doi:10.1016/j.econedurev.2007.03.002
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., ... Tsai, Y.-M. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133–180. doi:10.3102/0002831209345157
Bess, J. L. & Dee, J. R. (2008). Understanding college and university organization: Theories for effective policy and practice; Volume I: The state of the system. Sterling, VA: Stylus Publishing.
Blömeke, S. (2006). Struktur der Lehrerausbildung im internationalen Vergleich. Ergebnisse einer Untersuchung zu acht Ländern. Zeitschrift für Pädagogik, 52, 393-416. http://nbn-resolving.de/urn:nbn:de:0111-opus-44668
Blömeke, S. (2009). Predicting educational and occupational success in teacher training and subject-specific degrees – on the predictive validity of cognitive and psycho-motivational selection criteria. Zeitschrift für Erziehungswissenschaft, 12, 82-110. doi:10.1007/s11618-008-0044-0
Bol, T., & Van de Werfhorst, H. (2011). Signals and closure by degrees: the education effect across 15 European countries. Research in Social Stratification and Mobility, 29, 119-132. doi:10.1016/j.rssm.2010.12.002
Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31, 416-440. doi:10.3102/0162373709353129
Boyd, D., Grossman, P., Hammerness, K., Lankford, H., Loeb, S., Ronfeldt, M., & Wyckoff, J. (2012). Recruiting effective math teachers: evidence from New York City. American Educational Research Journal, doi:10.3102/0002831211434579
Cannata, M. (2010). Understanding the teacher job search process: espoused preferences and preferences in use. Teachers College Record, 112, 2889-2934. http://www.tcrecord.org ID Number: 16011, Date Accessed: 1/23/2014 4:13:37 PM
Connor, C. M., Son, S. H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology, 43, 343-375. doi:10.1016/j.jsp.2005.06.001
Croninger, R. G., Rice, J. K., Rahbun, A., & Nishio, M. (2007). Teacher qualifications and early learning: effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review, 26, 312-324. doi:10.1016/j.econedurev.2005.05.008
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16, 523-545. doi:10.1016/S0742-051X(00)00015-9
Denzler, S., & Wolter, S. (2009). Sorting into teacher education: how the institutional setting matters. Cambridge Journal of Education, 39, 423-441. doi:10.1080/03057640903352440
Ehrenberg, R. G., & Smith, R. S. (2011). Modern labor economics (11th Edition). Amsterdam: Prentice Hall.
Gansemer-Topf, A., & Schuh, J. (2006). Institutional selectivity and institutional expenditures. Research in Higher Education, 47, 613-142. doi:10.1007/s11162-006-9009-4
Goe, L., & Strickler, L. (2008). Teacher quality and student achievement: Making the most of recent research. Washington, DC: National Comprehensive Center for Teacher Quality. (ERIC Document Reproduction Service No. ED520769)
Goldhaber, D. (2007). Everyone’s doing it, but what does teacher testing tell us about teacher effectiveness? Journal of Human Resources, 42, 765-794. doi:10.3368/jhr.XLII.4.765
Goldhaber, D., & Liddle, S. (2011). The gateway to the profession: Assessing teacher preparation programs based on student achievement. Seattle: CEDR.
Grodsky, E., & Jackson, E. (2009). Social stratification in higher education. Teachers College Record, 111, 2347-2384. http://www.tcrecord.org ID Number: 15713, Date Accessed: 9/16/2013 3:53:50 PM
Grossman, P., & McDonald, M (2008). Back to the future: directions for research in teaching and teacher education. American Educational Research Journal, 45, 184-205. doi:10.3102/0002831207312906
Harris, D. N. & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95, 798-812. doi:10.1016/j.jpubeco.2010.11.009
Hofman, R. H., Hofman, W. H. A., & Gray, J. M. (2008). Comparing key dimensions of schooling: towards a typology of European school systems. Comparative Education, 44, 93-110. doi:10.1080/03050060701809508
Hopkins, D. (2008). A teacher’s guide to classroom research. Maidenhead: McGraw-Hill.
Huang, F. L., & Moon, T. R. (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educational Assessment Evaluation and Accountability, 21, 209-234. doi:10.1007/s11092-009-9074-2
Ingersoll, R.M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: a critical review of the research. Review of Educational Research, 81, 201-233. doi:10.3102/0034654311403323
Jackson, C. K. (2010). Match quality, worker productivity, and worker mobility: Direct evidence from teachers. NBER Working Paper 15990.
Johnson, S. M., & Kardos, S. M. (2008). The next generation of teachers: Who enters, who stays, and why. In M. Cochran-Smith, S. Feiman-Nemser & D.J. McIntyre (eds.), Handbook of research on teacher education (pp. 445-467). New York: Routledge.
Jovanovic, B. (1979). Job matching and the theory of turnover. Journal of Political Economy, 87, 972-990. http://www.jstor.org/stable/1833078
Kast, F. E., & Rosenzweig, J. E. (1972). General systems theory: Applications for organization and management. The Academy of Management Journal, 15, 447-465. http://www.jstor.org/stable/255141
Katz, D., & Kahn, R. L. (1978). The social psychology of organizations. New York: Wiley.
Kennedy, M. (1998). Learning to teach writing: Does teacher education make a difference? New York: Teachers College Press.
Konold, T., Jablonski, B., Nottingham, A., Kessler, L., Byrd, S., Imig, S., … McNergney, R. (2008). Adding value to public schools – Investigating teacher education, teaching, and pupil learning. Journal of Teacher Education, 59, 300-312. doi:10.1177/0022487108321378
Korthagen, F.J.A. (2010). Situated learning theory and the pedagogy of teacher education: towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98-106. doi:10.1016/j.tate.2009.05.001
Lankford, H., & Wyckoff, J. (2010). Teacher labor markets: An overview. In D.J. Brewer & P.J. McEwan (eds.), Economics of Education (pp. 235-242). London: Elsevier.
Liu, E., & Johnson, S. (2006). New teachers’ experiences of hiring: late, rushed, and information-poor. Educational Administration Quarterly, 42, 324-360. doi:10.1177/0013161X05282610
Loeb, S., Kalogrides, T., & Beteille, T. (2012). Effective schools: teacher hiring, assignment, development, and retention. Education Finance and Policy, 7, 269-304. doi:10.1162/EDFP_a_00068
Luschei, T., & Carnoy, M. (2010). Educational production and the distribution of teachers in Uruguay. International Journal of Educational Development, 30, 169-181. doi:10.1016/j.ijedudev.2009.08.004
Little, J., & Bartlett, L. (2010). The teacher workforce and problems of educational equity. Review of Research in Education, 34, 285-328. doi:10.3102/0091732X09356099
Maaz, K., Hausen, C., McElvany, N., & Baumert, J. (2006). Keyword: transitions in the educational system. Zeitschrift für Erziehungswissenschaft, 9, 299-327. doi:10.1007/s11618-006-0053-9
Marshall, J. H., & Sorto, A. M. (2012). The effects of teacher mathematics knowledge and pedagogy on student achievement in rural Guatemala. International Review of Education, 58, 173-197. doi:10.1007/s11159-012-9276-6
Martz, W. (2013). Evaluating organizational performance: rational, natural, and open system models. American Journal of Evaluation, 34, 385-401. doi:10.1177/1098214013479151
Morge, L., Toczek, M-C., & Chakroun, N. (2010). A training programme on managing science class interactions: its impact on teachers‘ practises and on their pupils achievement. Teaching and Teacher Education, 26, 415-426. doi:10.1016/j.tate.2009.05.008
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Working Papers No. 48. Paris: OECD Publishing.
OECD (2011). Teachers matter: attracting, developing and retaining effective teachers. Pointers for policy development. Paris: Directorate for Education, Education and Training Policy Division. http://www.oecd.org/edu/school/48627229.pdf
Paine, L., & Zeichner, K. (2012). The local and the global in reforming teaching and teacher education. Comparative Education Review, 56, 569-583. doi:10.1086/667769
Parsons, T. (1951). The social system. London: Routledge.
Phillips, K. J. R. (2010). What does ‘highly qualified’ mean for student achievement? Evaluating the relationships between teacher quality indicators and at-risk students’ mathematics and reading achievement gains in first grade. Elementary School Journal, 110, 464-493. http://www.jstor.org/stable/10.1086/651192
Rothstein, J. (2012). Teacher quality policy when supply matters. NBER Working Paper 18419.
Saks, A., Uggerslev, K., & Fassina, N. (2007). Socialization tactics and newcomer adjustment: a meta-analytic review and test of a model. Journal of Vocational Behavior, 70, 413-446. doi:10.1016/j.jvb.2006.12.004
Schacter, J., & Thum, Y. M. (2004). Paying for high and low-quality teaching. Economics of Education Review, 23, 411–430. doi:10.1016/j.econedurev.2003.08.002
Schneider, M., & Somers, M. (2006). Organizations as complex adaptive systems: implications of complexity theory for leadership research. The Leadership Quarterly, 17, 351-365. doi:10.1016/j.leaqua.2006.04.006
Schwille, J., & Dembele, M. (2007). Global perspective on teacher learning: improving policy and practice. Paris: UNESCO International Institute for Educational Planning.
Scott, W. R., & Davis, G. F. (2007). Organizations and organizing. Rational, natural, and open system perspectives. Upper Sadle River: Pearson.
Sicherman N., & Galor O., (1990). A theory of career mobility. Journal of Political Economy, 98, 169-192. http://www.jstor.org/stable/2937647
Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24, 97-118. doi:10.1257/jep.24.3.97
Stiglitz, J. E. (1975). The theory of screening, education and the distribution of income. American Economic Review, 65, 283-300. http://www.jstor.org/stable/1804834
Tillema, H. H. (1994). Training and professional expertise: bridging the gap between new information and pre-existing beliefs of teachers. Teaching and Teacher Education, 10, 601-615. doi:10.1016/0742-051X(94)90029-9
Van de Werfhorst, H. G. (2011). Skills, positional good or social closure? The role of education across structural-institutional labour market settings. Journal of Education and Work, 24, 521-548. doi:10.1080/13639080.2011.586994
Van de Werfhorst, H. G., & Mijs, J. J. B. (2010). Achievement inequality and the institutional structure of educational systems: a comparative perspective. Annual Review of Sociology, 36, 407-428. doi:10.1146/annurev.soc.012809.102538
Van der Velden, R., & Wolbers, M. H. J. (2007). How much does education matter and why? European Sociological Review, 23, 65-80. doi:10.1093/esr/jcl020
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