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Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education

Without proper training on the intricacies of race and culture, pre-service and in-service teachers may unwittingly continue outdated and ineffective pedagogies. As the demographics of student bodies shift to include more diverse backgrounds, fluency in the discourse of social justice becomes necessary. The Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education elucidates the benefits, challenges, and strategies necessary to prepare teachers to meet the needs of a diverse student body. Featuring the newest research and pedagogical tools written by diverse scholars in the field of teacher training, this expertly crafted handbook is ideal for teachers, administrators, students of education, and policymakers.

Advances in Higher Education Jared Keengwe University of North Dakota, USA and Professional Development (AHEPD) Book Series ISSN: 2327-6983 EISSN: 2327-6991 As world economies continue to shift and change in response to global financial ...

Transforming Curriculum Through Teacher-Learner Partnerships

Empowering learners for life requires a fundamental shift in higher education curriculum design. New priorities, pedagogies, technologies, spaces, and assessment strategies are required to enable learners to take ownership of their learning. “Student-centeredness” concepts are still prescriptive in nature as most decisions on curriculum, assessment, teaching, and learning approaches are still teacher-centric. Teachers are developing student-centered learning environments without the involvement of the learners in the planning, decision making, and/or design process. In addition, some lecturers are still practicing the traditional approaches of content delivery and conventional assessment methods rather than experimenting with innovative practices suited for student-centered approaches. Therefore, there is an ongoing need for research focused on the importance and effectiveness of a paradigm shift in education that involves student-teacher partnerships, fueled by innovative teaching and learning designs, where students take an active role and contribute as partners in learning. Transforming Curriculum Through Teacher-Learner Partnerships captures experiences and evidence among teachers in exploring the possibility of active student participation in curriculum design, delivery, and assessment through teacher-learner partnership. The chapters address issues of teacher-learner partnerships in designing the learning environment and how student-centered methods create resilient, adaptable, and future-capable learners. While highlighting topics within this scope such as learner autonomy, learning performance, self-efficacy, and teaching pedagogy, this book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in issues related to the teacher-learner partnership.

Advances in Higher Education and Professional Development (AHEPD) Book Series Jared Keengwe University of North Dakota, USA ISSN:2327-6983 EISSN:2327-6991 Mission As world economies continue to shift and change in response to global ...

Global English Teaching and Teacher Education

Praxis & Possibility

Students enrolled in teaching esol programs around the world, their educators, and teachers seeking professional development can use this book to learn how their colleagues are responding to the day-to-day challenges of teaching English not ...

Supportive Supervision

Becoming a Teacher of Teachers

This highly usable, hands-on guide offers that much-needed and fully integrated support system for the building-level supervisor to truly become a teacher of teachers.

This highly usable, hands-on guide offers that much-needed and fully integrated support system for the building-level supervisor to truly become a teacher of teachers.

Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities

Emerging Research and Opportunities

The development and implementation of effective teacher education programs requires evaluating current processes and optimizing them for future improvements. This ensures that a higher quality of education is delivered to the next generation of students. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities is an innovative source of academic information on the establishment of formative feedback processes in teacher education programs. Including perspectives on relevant topics such as video feedback, accreditation, and student literacy, this book is ideal for students, researchers, academics, and professionals actively involved in the education field.

Advances in Higher Education and Professional Development (AHEPD) Book Series ISSN:2327-6983 EISSN:2327-6991 Editor-in-Chief: Jared Keengwe, University of North Dakota, USA MISSION As world economies continue to shift and change in ...

Innovations and Initiatives in Teacher Education in Asia and the Pacific Region: Case studies of fifteen national systems

Teacher Education: Professionalism, social justice and teacher education

The researchers found that almost all the school principals , professional associations of educators , and school system admin- istrators expressed the view that educational research had benefited Australian education . ( p .

Europeanisation in Teacher Education

A Comparative Case Study of Teacher Education Policies and Practices

This book explores the phenomenon and process of Europeanisation in the field of teacher education. Drawing on comparative case studies in Austria, Greece and Hungary, it examines empirical data and analyses key themes around the continuum of teacher education, the development of teacher competence frameworks, and the support to teacher educators. The book is the first of its kind to systematically research the landscape of European teacher education, exploring the interactions between national and European influences in the trajectory of teacher education policy and practice. Chapters offer an original and in-depth understanding of European influences that draw on evidence from policy documents and interviews with relevant stakeholders. It argues that teacher education systems are being Europeanised, although at different speeds and directions for each country. Factors such as the socio-political and economic contexts, historical traits and policy actors’ preferences at both national and institutional levels determine the translation process. This book will be of great interest for academics, educational researchers, practitioners and policymakers in Europe and beyond, informing wider discussions about the emerging European context in teacher education, education policy and what it means to be a European teacher.

A Comparative Case Study of Teacher Education Policies and Practices Vasileios Symeonidis ... in 2010, the concepts of lifelong learning and continuum of teacher professional development, as stipulated in European thinking, ...

Facilitating for Learning

Tools for Teacher Groups of All Kinds

One of the most important shifts in schools in the last two decades has been the growing emphasis on collaboration among teachers and other educators. Whether you are a teacher facilitating a group for the first time or an experienced facilitator seeking to further develop your skills, this book is for you. Organized to be used as both an exploration of the role of facilitating and as a handbook of strategies, this resource covers a range of contexts that include faculty meetings, department meetings, professional learning communities, grade-level teams, and inquiry groups. This book is a perfect companion to the authors' bestseller, The Facilitator's Book of Questions, which focuses on the skills needed to facilitate protocols or structured conversations. Facilitating for Learning extends the scope of that work by also examining the facilitator's responsibilities for supporting a group's learning during all parts of a meeting, between meetings, and within the larger school context and culture. It is an essential resource for teachers, administrators, coaches, and teacher educators.

This book is a perfect companion to the authors' bestseller, The Facilitator's Book of Questions, which focuses on the skills needed to facilitate protocols or structured conversations.

A State's Teacher-training Problem

Only 80 have state or professional licenses. During the school year 1924-25 there were 601 new teachers needed, but only 26 received teachers' certificates from institutions recognized by the State Department of Education.