Anne Elrod Whitney and Yamil Sarraga-Lopez
The National Writing Project (NWP) is a network of professional development sites focusing on the improvement of writing across schools and communities. Its origins as the Bay Area Writing Project led to a professional development model of teachers teaching teachers, a concept that hinges upon recognition of teachers’ knowledge and their capacity to become leaders within their professional community.
In the ensuing years, with early financial support from the US government in the form of an initial grant and an eventual direct federal line item, the NWP expanded from one location to over 200 local sites across the USA’s 50 states and territories as well as international sites. These US and international sites, created in partnership with local universities or colleges, offer localized support to teachers of writing. The project’s model involves an intensive summer institute in which teachers spend their time writing, reading, and sharing their knowledge about writing practices and teaching.
While its focus is on the teaching of writing across all levels and disciplines, the project has become a model example of a professional learning and development network. As such, the NWP has created a legacy in teacher learning and development that many within the field of teacher professional development wish to emulate. An examination of this history, highlighting the project’s beginnings within the Bay Area Writing Project and its eventual expansion, speaks to the vision that has driven its success.
Mary Hauser and Sarah Schneider Kavanagh
Practice-based teacher education (PBTE) is an approach to preparing novice teachers that focuses on the importance of developing novices’ ability to enact teaching practices. Ambitious approaches to PBTE attend to the development of teacher belief, knowledge, and judgment but do so through work on practicing instructional routines that occur with frequency in the work of teaching (e.g., facilitating discussion, modeling). Some scholars of PBTE have emphasized the role of practices or common professional activities in PBTE, while others have foregrounded the importance of practicing teaching for the purpose of improvement. PBTE contrasts with other approaches to teacher education that focus on building teachers’ knowledge or beliefs without focusing on how that knowledge and belief gets instantiated in action.
Edmund T. Hamann, Juan Sánchez García, and Yara Amparo López López
While teaching and therefore teacher education in Mexico can, in one sense, be traced back to pre-Conquest Aztec military academies, the first significant expansion of Western-style schooling in Mexico occurred in the early 19th century, while the first substantial national efforts at teacher education date to the Porfiriato in the late 19th century. In the 100-plus-year history of teacher education in Mexico, attention has been episodic, has often reflected national refractions of ideas originating elsewhere, and has been centrally intertwined with national governmental efforts to shape what it means to be Mexican. Variously, teacher education has been buffeted by attempts to be Catholic, modern, secular, socialist, neoliberal, and globally competitive economically. In all of this, there has been a tension between centralist (focusing on Mexico City) and nationalist impulses, on the one hand (making teaching patriotic work and the teachers’ union part of the national government), and attention to regional variations, including Mexico’s indigenous populations, rural populations, and economic diversity, on the other. While Mexico’s more than two million teachers may all work in the same country, where one is trained (i.e., which escuela normal, or normal school), where one works (from public schools in affluent and stable neighborhoods to rural telesecundarias where resources are scarce and teachers are not expected to be content area experts), how many shifts one works (it is common for Mexican educators to work at more than one school to compensate for limited salary), which state one works in (funding varies significantly by state), and what in-service professional development one has access to all mean for variations in teacher preparation and teacher praxis.
Sylvia Chong and Saravanan Gopinathan
Establishing and maintaining teacher quality in Singapore is a process-oriented strategy that requires good policies at the macro level and effective processes at the implementation level. High teacher quality requires rigorous entry requirements, effective evidence-based preparation, and continuous professional development and support at the school level for teacher professionalism. Further adequate compensation and incentives to upskill or reskill are essential. These policies and practices are especially important in this era of challenging pedagogic reform, evolving views of learning and new roles for teachers as learning designers. Teacher policies and practices contribute to the high standing of teachers in Singapore and the consistent high performance of Singapore students in international assessments.