Página 1 dos resultados de 243 itens digitais encontrados em 0.010 segundos

Educação de língua inglesa e novos letramentos: espaços de mudanças por meio dos ensinos técnicos e tecnológicos; English language education and new literacies: changing spaces through technical and technology education

Ferraz, Daniel de Mello
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 31/08/2012 PT
Relevância na Pesquisa
36.14%
Os ensinos técnicos e tecnológicos estão em pauta nas discussões e decisões governamentais. Esta pesquisa investiga o encontro entre a educação de língua inglesa e esses ensinos. Por meio de metodologias qualitativas de cunho etnográfico, analiso as visões de dois professores e de diversos alunos de duas escolas, uma escola técnica de nível médio e uma faculdade de tecnologia do ensino superior, pertencentes a um centro educacional tecnológico no Estado de São Paulo. Nesta, respondo a duas perguntas de pesquisa: qual é a percepção dos alunos e professores do segmento escolar técnico/tecnológico da presença da língua inglesa na sociedade? E qual é o reflexo da relação língua inglesa e sociedade neoliberal globalizada nos contextos de educação técnica/tecnológica, considerando-se a premissa da formação crítica na sociedade atual? Com base nas interpretações de dados, esta tese defende que as duas escolas investigadas têm realizado um trabalho educacional por meio das aulas de inglês que visa, concomitantemente, a formação tecnológica/instrumental, cidadã e crítica. A contribuição desta pesquisa é mostrar que esses contextos constituem espaços de mudança e que visam uma formação cidadã dos alunos...

EXPLORING FACTORS ASSOCIATED WITH ESL/ELD STUDENTS’ PERFORMANCE ON THE ONTARIO SECONDARY SCHOOL LITERACY TEST

ZHENG, YING
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 2269513 bytes; application/pdf
EN
Relevância na Pesquisa
36.09%
The study explored factors associated with English as Second Language (ESL) and English Literacy Development (ELD) students’ performance on the Ontario Secondary School Literacy Test (OSSLT) from three different yet interrelated aspects. These aspects were the relationship between test performance and the characteristics of ESL/ELD students; the relationship between ESL/ELD students’ aggregated school performance and their school-level socio-economic status; and a comparison of ESL/ELD and non-ESL/ELD students’ performance on three test formats in the reading component of the OSSLT (multiple-choice questions, constructed-response questions, and constructed-response questions with explanations). The study was conducted based on 4,311 ESL/ELD students’ test data, their responses to the Educational Quality and Accountability Office’s (EQAO) Student Questionnaire, and the test results of 5,003 non-ESL/ELD students. School-level socio-economic status data from the Education Quality and Indicators Program (EQUIP) were merged with the OSSLT test data. These data were analyzed using exploratory factor analysis, multiple regression and discriminant analysis. The results indicated that e-literacy activities, literature literacy activities...

Textbooks and School Library : Provision in Secondary Education in Sub-Saharan Africa

World Bank
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
EN_US
Relevância na Pesquisa
36.12%
This study discusses secondary textbook and school library availability in Africa, its cost and financing, and its distribution and publishing. The study objective is to analyze the issues and provide some options and strategies for improvement. Reforms are urgently required in the secondary school systems of most African countries in order to: (a) reduce the number of textbooks and reference books required by secondary education curricula; (b) reduce the unit costs of textbooks; (c) increase the target book life thus increasing cost amortization and reducing annual textbook fees/budgets; (d) increase the financing allocated to textbook provision from either government or parents and; (e) ensure that curricula change does not make expensive materials redundant too early or too often. The conclusion to be drawn is that if a reliable market exists local publishing can develop to service it, even in direct competition with multinationals. The market does not necessarily have to be large. The critical factor is predictability. If publishers are confident that funding will be available...

A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners

Abal, Abdulaziz
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
45.93%
The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009; Woodrow, 2006). Task-based Language Teaching (TBLT), such as simulation activities, has long been viewed as an effective approach for second-language development. The current advances in technology and rapid emergence of Multi-User Virtual Environments (MUVEs) have provided an opportunity for educators to consider conducting simulations online for ELLs to practice speaking English to NESs. Yet to date, empirical research on the effects of MUVEs on ELLs’ language development and speaking is limited (Garcia-Ruiz, Edwards, & Aquino-Santos, 2007). This study used a true experimental treatment control group repeated measures design to compare the perceived speaking anxiety levels (as measured by an anxiety scale administered per simulation activity) of 11 ELLs (5 in the control group...

Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms

McIntyre-McCullough, Keisha Simone
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
36.13%
The purpose of this study was to understand the experiences and perceptions of 12th-grade literature teachers about curriculum, Post-Colonial literature, and students. Theories posed by Piaget (1995), Vygotsky (1995), and Rosenblatt (1995) formed the framework for this micro-ethnographic study. Seven teachers from public and private schools in South Florida participated in this two-phase study; three teachers in Phase I and four in Phase II. All participants completed individual semi-structured interviews and demographic surveys. In addition, four of the teachers were observed teaching. The analysis yielded three themes and two sub-themes: (a) knowledge concerned teachers’ knowledge of British literature content and Post-Colonial authors and their literature; (b) freedom described teachers’ freedom to choose how to teach their content. Included in this theme was dilemmas associated with 12th-grade classrooms which described issues that were pertinent to the 12th-grade teacher and classroom that were revealed by the study; and (c) thoughts about students described teachers’ perceptions about students and how literature might affect the students. Two subthemes of knowledge were as follows:(1) text complexity described teacher responses to a Post-Colonial text’s complexity and (2) student desirability/teachability described teachers’ perception about how desirable Post-Colonial texts would be to students and whether teachers would be willing to teach these texts. The researcher offers recommendations for understanding factors associated with 12th-grade teachers perceptions and implications for enhancing the 12th-grade experience for teachers and curriculum...

Exploring social practices in English classes: a qualitative investigation of classroom talk in a Korean secondary school.

Lim, Mi-ok
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2007
Relevância na Pesquisa
56.19%
This study examines English language teaching practices at a public secondary school in Korea. The study documents teaching practices and participation and interaction in class, within the context of the National Curriculum for English Education. Classroom practices, the Curriculum and the textbook used by the teacher are analysed from the perspective of language as a meaning-making resource and language learning as learning how to mean. An ethnographic research approach to data collection and analysis has been employed. Classes were video-recorded and transcribed in order to describe English language use. This took place in two stages. In the first stage the teacher’s normal English lessons based on a textbook were documented. In the second, intervention stage, the teacher and researcher planned and implemented text-based lessons with the same class. The analysis of the Curriculum, the textbook and English use in normal classes reveals a theory of language and language teaching based on learning traditional grammar and memorization of words and phrases. The intervention lessons offered alternative opportunities for students to share meanings in English. The evidence from this study has provided insights into the social practices and discourses in an English as a foreign language secondary school class. The analysis shows discourse changes depending on the type of texts used. The use of authentic texts offered students opportunities for making meanings in context. This has implications for teaching English in Korea...

Computers for teaching English as a second language (secondary school) in Malaysia: a case study.

Abu Bakar, Nadzrah
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2006
Relevância na Pesquisa
36.14%
This study attempts to explore and to understand the use of computers in English language classrooms, in a Malaysian context. This qualitative study aims to investigate and understand the use of computers in English language classes in a secondary Smart School in Malaysia by examining the teaching situations and the types of activities carried out in the classroom. In order to understand the factors related to computer use, teachers’ and students’ attitudes towards the use of computers in English lessons were investigated. Using the perspectives from social constructivism, this study examines, this study also looks into classroom interactions to examine the English language learning opportunities for students. A combination of procedures was used for data collection. The data were collected using classroom observations, interviews, field-notes, document, learning diaries and classroom interaction transcripts. The data were analyzed using multiple analyses. This study use thematic analysis as one of the analysis method to examine the interviews, and observations field notes. This study shows that computers in the classroom can be beneficial as tools for facilitating learning English. This study also suggests that in order for the integration of computers in education to be a success the education system needs to be changed or to be adjusted. This study helps to explain the complexity of using computers in the teaching of English as a Second Language in order to fulfil the objectives of the English syllabus and the English curriculum in a Malaysian secondary school.; Thesis (Ph.D.) - University of Adelaide...

Moral Dimensions of Grading in High School English

Zoeckler, Laurence Gerard
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
46.03%
Thesis (PhD) - Indiana University, School of Education, 2005; Moral issues are deeply embedded in the grading practices of high school English teachers. The problem of giving the right grade for each pupil is central to the study's examination of grading practices of the English department in an upstate New York high school. Arriving at a fair grade, weighing in both achievement and non-achievement factors such as effort and attitude in determining grades, and the role of teachers' expectations in terms of perceived student ability and progress are examined using a theoretical framework derived chiefly from Jackson, Boostrom, and Hansen's The Moral LIfe of Schools (1993). The framework considers the grading process in terms of truth, worthwhileness, trust, and intellectual and moral attentiveness. A series of semi-structured interviews conducted over the course of an entire school year provide the data for examining the teachers' grading practices and perspectives. Results indicate that English teachers struggle with issues of fairness, but are confident that their grades communicate the messages they hope to send. Grading strategies are adjusted depending on purpose, and are sometimes altered due to school district grade reporting procedures. Early in the school year...

What secondary English to speakers of other languages (ESOL) teachers know about social and academic language and instructional strategies for limited English proficient students

Chin, Judy Elaine
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
56.13%
The purpose of this study was to examine what secondary English to Speakers of Other Languages (ESOL) teachers understand about social and academic language, what instructional strategies they use for Limited English Proficient (LEP) students, and how these concepts are operationalized in their daily practice. ^ This was a mixed method study incorporating both quantitative and qualitative data collection and interpretation. Written questionnaires and individual interviews addressed the questions on teachers' definitions of social and academic language and their strategy use. Classroom observations provided verification of their definitions and their descriptions of instruction for academic language. ^ Findings indicated that teachers' definitions of social and academic language were still developing and that there were ambiguities in identifying examples of social and academic language. The use of graphic organizers or visual supports, groups or peer partners, role play or drama, and modeling were the strategies teachers consistently listed for beginner, intermediate, advanced and multiple level classes. Additionally, teachers' descriptions of their instruction were congruent with what was observed in their classroom practice. ^ It appeared that this population of secondary ESOL teachers was in the process of evolving their definitions of social and academic language and were at different stages in this evolution. Teachers' definitions of language influenced their instruction. Furthermore...

A comparison of the effects of classroom and Multi-User Virtual Environments on the perceived speaking anxiety of adult post-secondary English Language Learners

Abal, Abdulaziz
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.07%
The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009; Woodrow, 2006). ^ Task-based Language Teaching (TBLT), such as simulation activities, has long been viewed as an effective approach for second-language development. The current advances in technology and rapid emergence of Multi-User Virtual Environments (MUVEs) have provided an opportunity for educators to consider conducting simulations online for ELLs to practice speaking English to NESs. Yet to date, empirical research on the effects of MUVEs on ELLs' language development and speaking is limited (Garcia-Ruiz, Edwards, & Aquino-Santos, 2007). ^ This study used a true experimental treatment control group repeated measures design to compare the perceived speaking anxiety levels (as measured by an anxiety scale administered per simulation activity) of 11 ELLs (5 in the control group...

Eritrea : Education and Training Sector Note

World Bank
Fonte: Washington, DC Publicador: Washington, DC
ENGLISH; EN_US
Relevância na Pesquisa
36.12%
This sector note aims to assist the Government, and the Ministry of Education in developing a joint strategy, and action plan for the education, and training sector, and to improve coordination of donor inputs related to this strategy. The note provides an analysis of major issues, achievements, and bottlenecks in the current system, and an overview of key priorities, and recommendations for actions to improve the performance of the sector. As well, it provides a background document for discussions with other education stakeholders, and international donors. Within the country's socioeconomic context, the note reviews the priority challenges the country faces, namely to improve access to, and equity, and quality of education. School mapping will be needed to establish the provision of educational services, as well as a strategy document for providing services to the nomadic population, to raise the net enrollment ratio. The causes, and effects of repetition, and drop-outs should be further analyzed, which includes teacher skills...

Transforming Primary Education in Sri Lanka : From a 'Subject' of Education to a 'Stage' of Education

Little, Angela; Aturupane, Harsha; Shojo, Mari
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.21%
Sri Lanka is a lower-middle income country with a per capita income of approximately US$ 2,400, and a population of around 20 million people. Sri Lanka's high rate of literacy is due to its sustained growth through the twentieth century. Primary education spans the first five grades of schooling, grades 1-5. Student's progress automatically to lower secondary education for four years of education in grades 6-9 and then on to upper secondary education in grades 10-11 for a two year course that culminates in the General Certificate of Education Ordinary level examination (GCE O-L). The curriculum for primary education is designed separately from those for subsequent stages of education. The primary education curriculum stage is encapsulated in a primary curriculum framework that derives from extensive debate during the 1990s in connection with the recommendations in 1997 of the national education commission, the work of the technical committee on primary education appointed by the presidential task force and detailed implementation work by the primary education unit of the national institute of education. Since 2003 the National Educational Research Centre (NEREC) based at the University of Colombo has administered tests in first Language...

A conceptual analysis of research literature on teachers' ideology and literacy practices: extending the dialogue through a secondary analysis of high school English as an additional language contexts /

Payk, Terri L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
46.08%
This thesis provides a conceptual analysis of research literature on teachers' ideology and literacy practices as well as a secondary analysis of three empirical studies and the ways in which the ideologies of the English as an Additional Language (EAL) (Street, 2005) teachers in these contexts impact the teaching of literacy in empowering/disabling ways. Several major theoretical components of Cummins (1996, 2000), Gee (1996, 2004) and Street (1995, 2001) are examined and integrated into a conceptual triad consisting of three main areas: power and ideology, validation of students ' cultural and linguistic backgrounds, and teaching that empowers. This triad provides the framework for the secondary analysis of three empirical studies on the ideologies of secondary EAL teachers. Implications of the findings from the conceptual and secondary analyses are examined in light of the research community and secondary school teachers of EAL.

The Experiences and Perceptions of Chinese English Language Learners Taking the Ontario Secondary School Literacy Test: Is a Picture Worth 1000 Words?

Knarr, Dana
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
36.23%
The public education system in Ontario, like many other education systems worldwide, is currently undergoing drastic changes effected by globalization. The globalization of education, which can be understood as “the worldwide discussions, processes, and institutions affecting local education practices and policies” (Spring, 2009, p. 1), has led to Ontario’s curriculum being used in over 20 schools located outside the province (Ontario Ministry of Education, 2011). Because these schools grant the Ontario Secondary School Diploma (OSSD), students must satisfy the same graduation requirements as those students who attend secondary school located in Ontario. A requirement for graduation includes the successful completion of the Ontario Secondary School Literacy Test (OSSLT), a large-scale assessment intended to measure literacy. English Language Learners (ELLs) have more difficulty passing the OSSLT than their peers who speak English as their first language (Doe, Cheng, Klinger, & Zheng, 2011; Fox & Cheng, 2007). This issue is of particular concern to educators and students at these schools. Because the majority of these schools are located in China, my study focuses on ELLs in one school in China which uses the Ontario curriculum. The purpose of my study is twofold: 1) to understand how Chinese English Language Learners perceive the news report on the OSSLT...

Constructing Stage-Environment Fit: Early Adolescents' Psychological Development and their Attitudes Towards School in English Middle and Secondary School Environments

Symonds, Jenny
Fonte: University of Cambridge; Faculty of Education Publicador: University of Cambridge; Faculty of Education
Tipo: Thesis; doctoral; PhD
EN
Relevância na Pesquisa
46%
This longitudinal multiple methods study used an ethnographic approach to examine the development of early adolescents? psychology during pubertal and school transitions. It explored potential associations between attitudes to school, perceptions of school life and transfer, home and peer relations, and puberty over the course of a school year. It compared two groups of UK 11 and 12 year olds (Year 7), one in a middle school (age range 8?13 years) without transfer at age 11, and the other in a secondary school (11?16 years) where transfer from primary school had just occurred. Pupil attitudes to school were surveyed across the Year 7 cohort in each school at the beginning (N=252) and end (N=262) of the school year. The initial survey facilitated selection of two matched groups of target pupils (N=20) who were engaged in an active participation method designed to improve validity. Data on perceptions of school and growing up were gathered in 80 interviews, 40 audio diaries, 42 hours of participant observation and by 63 targeted observations across three school terms. An end of year survey assessed the attitudes of the target pupils and their year groups. Qualitative data were analysed inductively using grounded theory coding procedures which uncovered early adolescent needs that mismatched with many design features of secondary schooling. Of particular developmental offence were impersonal teachers and lessons that were non-practical...

Are schools drifting apart? Intake stratification in English secondary schools

Gibbons, Stephen; Telhaj, Shqiponja
Fonte: Centre for the Economics of Education, London School of Economics and Political Science Publicador: Centre for the Economics of Education, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /12/2006 EN; EN
Relevância na Pesquisa
45.87%
The issue of social segregation in schools has seen a recent resurgence of interest – in the US, UK and internationally – as the debate rages on about whether policies that expand families’ freedom to choose amongst schools encourage divergence or convergence in the types of pupil different schools admit. Most attention has been focussed on segregation along lines of ethnic or social background. Yet, the real consideration that seems to be in the back of most people’s minds is the issue of segregation or stratification of schools along lines of pupil ability. We look explicitly at this issue using data on the population of pupils entering Secondary school in England from 1996 to 2002. Our study does highlight wide disparities between peer-group ability in different schools. But we also find that, contrary to popular opinion, almost nothing has changed over these years in terms of the way pupils of different age-11 abilities are sorted into different Secondary schools.

Gender and student achievement in English schools

Machin, Stephen; McNally, Sandra
Fonte: Centre for the Economics of Education, London School of Economics and Political Science Publicador: Centre for the Economics of Education, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /02/2006 EN; EN
Relevância na Pesquisa
46.05%
In the UK, there is a marked gender gap in the educational attainment of boys and girls. At the end of compulsory education, 10 per cent fewer boys achieve 5 or more good GCSEs. This gap is by no means confined to GCSE. It is evident at all Key Stages. Furthermore, some indicators suggest that the gap has widened over time. In this paper, we document the evolution of the gender gap at various stages of compulsory education in England. We consider the importance of some possible explanations for the gender gap – in particular, factors that may explain the observed changes over time. Analysis of this issue is important in the context of research on the gender wage gap. However, it also raises policy-relevant issues in relation to whether changes in the school system can effect a change in the gender gap in educational achievement. We find that it is in secondary school, rather than primary school, where the gender gap has widened most noticeably over time. Controlling for attainment at the end of primary school makes very little difference to the measured gender gap at age 16. We consider the potential role of school based factors: school inputs; teaching practice; and the examination system. We show that the average gender differential cannot be explained by factors that vary across schools (i.e. it cannot be attributed to heterogeneity across schools in how they use inputs). However...

Teaching Life Sciences to English second language learners: what do teachers do?

Ferreira,Johanna G
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
45.92%
South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school phase study Life Sciences in their second language, which is English. This has a major effect on the performance of learners in Life Sciences. A review was done of possible strategies teachers could use to assist English second language learners. Focus group interviews were held with Life Science teachers in an attempt to determine what the impact of teaching Life Sciences to English second language learners is and what teachers can do to assist English second language learners master concepts and terminology. The findings and recommendations of this research are reported here.

An aspect of language for academic purposes in secondary education: complex sentence comprehension by learners in an integrated Gauteng school

van Rooyen,Danielle; Jordaan,Heila
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2009 EN
Relevância na Pesquisa
45.93%
Language for academic purposes is an important concept, not always recognised and developed within the education system. The ability to use language for learning can be difficult for individuals who are educated in a second language. They are required to master complex concepts in a language they are still acquiring. We aimed to discover how secondary school learners performed on an aspect of academic language: complex sentence comprehension. A group of 464 adolescent participants' performance on the grammatical understanding subtest of the Test of Adolescent Language was analysed in relation to their status as first or second language English learners, their grade, gender, literacy experiences, preferred modality of learning, and other factors deemed to in­fluence language acquisition in modern society. The results indicated that the majority of learners achieved within the average range. There were significant differences between the male and female participants and the junior phase ESL males achieved the lowest scores. It was concluded that it may take 8-9 years of formal schooling for some individuals to acquire the requisite academic language proficiency, particularly if they are learning in their second language. This has important implications for the teaching and assessment of second language learners.

Troubling some generalisations on teacher education in the English-speaking world: the case of the Republic of Ireland

O'Donoghue,Tom; Harford,Judith
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2010 EN
Relevância na Pesquisa
45.91%
There is a great deal of talk about a crisis in teaching across the Englishspeaking world, about the quality of teachers leaving much to be desired, and about the quality of student outcomes dropping. This, in turn, has resulted in various aspects of teacher preparation coming under severe scrutiny. In general, disquiet has been voiced about the quality of those admitted to teacher preparation programmes, about the quality of the programmes themselves, and about the quality of those responsible for delivering them. Much of the literature in this regard emanates primarily from the US, and England and Wales, and to a lesser extent from Australia and New Zealand. While the criticisms voiced may well be valid for these contexts, one would still not be justified in uncritically generalising from them to the rest of the English-speaking world. We adopt such a 'troubling' perspective by focusing on the situation regarding secondary school teacher preparation in the Republic of Ireland. Along with being offered as a work of interest in its own right, a number of areas for consideration regarding the situation in South Africa are also outlined.