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Teacher Education and Teacher Professional Development in the COVID-19 Turn

Proceedings of the International Conference on Teacher Training and Education (ICTTE 2021), Surakarta, Indonesia, August 25-26, 2021

These proceedings present a selection of papers from the ICTTE 2021 conference. While face-to-face classroom instruction is brought back, there are a lot of lessons learned from the COVID-19 pandemic that schools, teacher training and education institutions, and government have to take into account. There is a need to reconsider what additional knowledge and skills pre-service teachers and in-service teachers need to be prepared for to anticipate such a similar unexpected situation in the future. Additionally, there is also a need to listen to in-service teacher experiences during the emergency remote teaching and integrate the positive lessons that they have gained, such as the use of technology, into the current post pandemic face-to-face classroom instruction. This proceeding is designed for teacher educators, researchers, in-service teachers, and pre-service teachers in the field of language education, math and science education and social science education, who are interested in these topics.

These proceedings present a selection of papers from the ICTTE 2021 conference.

Quality in Teacher Education and Professional Development

Chinese and German Perspectives

This book addresses the past and changing contexts of Chinese and German teacher education under the impact of globalization and echoes "quality" issues of teacher education. This edited book provides a comprehensive discussion on other issues in the management and implementation of change in teacher education related to teacher education curricula for professional development of teachers. A combination of chapters provides an overview, a review of literature and research as well as offering examples of teacher education practice and updated empirical research on these topics co-edited by two senior scholars and written by experts from Mainland China (including Hong Kong ) and Germany. The volume addresses key issues on teacher standards, ICT in education and e-learning in teacher education, STEM education, vocational teacher education, university-school partnership in teacher education and teaching Chinese or German as a second language. This is an up-to-date academic book to look at profound issues related to quality in teacher education and teachers’ professional development in mainland China and Germany. It will be a useful reference for graduate students and researchers in the field of international and comparative education, teacher education and curriculum studies, teacher educators and practitioners to learn from trends, best practice and challenges that have been encountered in Mainland China and Germany.

This book addresses the past and changing contexts of Chinese and German teacher education under the impact of globalization and echoes "quality" issues of teacher education.

Teacher Professionalism in Further and Higher Education

Challenges to Culture and Practice

Teachers from further and higher education are rarely viewed together, yet the relationship between the two is widely discussed. This text explores the differences and similarities that exist between these groups.

Teachers from further and higher education are rarely viewed together, yet the relationship between the two is widely discussed. This text explores the differences and similarities that exist between these groups.

Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications

Concepts, Methodologies, Tools, and Applications

As with any industry, the education sector goes through frequent changes due to modern technological advancements. It is every educator’s duty to keep up with these shifting requirements and alter their teaching style to best fit the needs of their classroom. Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications explores the current state of pre-service teacher programs as well as continuing education initiatives for in-service educators. It also emphasizes the growing role of technology in teacher skill development and training as well as key pedagogical developments and methods. Highlighting a range of topics such as teacher preparation programs, teaching standards, and fieldwork and practicum experiences, this multi-volume book is designed for pre-service teachers, teacher educators, researchers, professionals, and academics in the education field.

Highlighting a range of topics such as teacher preparation programs, teaching standards, and fieldwork and practicum experiences, this multi-volume book is designed for pre-service teachers, teacher educators, researchers, professionals, ...

Teacher Education and the Development of Practical Judgement

Current conceptions of teacher training reflect key issues in professional practices. Two prevailing views seem to be in conflict, the first is that a teacher ought to be able to act as an autonomous professional, trusted to have and apply subject knowledge, through the exercise of judgement. The second conception views the teacher more as a 'deliverer' of a specific curriculum, defined centrally in various government sponsored strategies. Much has been written on the development of 'the reflective practitioner' as crucial to the first conception, and a strong critique of 'the audit culture' in education has emerged. Currently we are at a significant moment in teacher education, - a 'lighter touch' KS3 curriculum and the instigation of new standards for the award of qualified teacher status (QTS). The QTS standards are important as they are set to form the basis of standards at all levels of teaching. This book examines in depth current education and suggests why and how teachers need to develop and exercise practical knowledge and understanding; how standards assessment alone cannot support this teacher 'formation'; and what good 'formation' might be. The nature of practical knowledge is analysed, using some concepts from the work of John Dewey, in two theoretical chapters (4 and 5). The current standards-based model of teacher training in England is predominantly instrumentalist in its application of 'technical rationality' and unsuited to the formation of teachers. However, the often invoked concept of the 'reflective practitioner' is underdetermined and a conception of reflection is needed to illuminate its contribution to the development of practical judgement. The book's argument applies more widely to the debate between 'deregulators' and 'professionalisers' in other spheres of economic and social activity. In asking specific questions about teacher education, questions about the aims of education within specific conditions are raised.

This book examines in depth current education and suggests why and how teachers need to develop and exercise practical knowledge and understanding; how standards assessment alone cannot support this teacher 'formation'; and what good ...

Teacher Education Policy

Some Issues Arising From Research And Practice

To improve schools we need to improve teachers. This volume provides recent research evidence that suggests that current education policy is not Promoting Effective Teacher Education And That Teacher Education Policy has: failed to support the formation of professional partnerships in initial teacher education; has almost ignored the induction of newly qualified teachers; and has narrowed in-service education into support for the implementation of central policy.; The evidence gathered in this book is used to argue for new forms of teacher education in every phase, built upon the foundation of professional partnership between schools and institutions of higher education. It is suggested that the funding for such changes could be drawn from less effective forms of school improvement, such as National Curriculum development and school inspection. With the implementation of such changes, it is argued, good quality teacher education programmes would prosper and foster a broad concensus about educational development that is often absent.

This volume provides recent research evidence that suggests that current education policy is not Promoting Effective Teacher Education And That Teacher Education Policy has: failed to support the formation of professional partnerships in ...

Teacher Training for English-Medium Instruction in Higher Education

English-medium instruction (EMI) has become a pervasive teaching model in recent higher education. The implementation of EMI programs requires changes in university teaching methods since most lecturers need to adapt their contents and the way they teach them to successfully work in foreign language environments. The rapid proliferation of such programs has resulted in concern among teaching staff, who have felt pushed towards teaching their subject content through a non-native language with little or no previous training. As a result, many recent studies have highlighted the importance and urgency to train teaching staff in terms of language proficiency and the appropriate teaching methods, techniques, and strategies to be applied in EMI lessons. Teacher Training for English-Medium Instruction in Higher Education is an academic research publication that provides comprehensive research on effective approaches and experiences in teacher training for EMI at universities both in terms of language skills and teaching methodologies and that analyzes the design and development of comprehensive teacher training programs that successfully engage these EMI programs. It has profound implications for the development of the international profile of higher education institutions as it provides information on how to train highly-qualified lecturers to successfully teach students from different nationalities. Featuring a wide range of topics such as assessment, curriculum design, and learning styles, this book is ideal for pre- and in-service teachers, language specialists, content specialists, administrators, deans, higher education faculty, researchers, practitioners, curriculum designers, policymakers, academicians, and students.

Featuring a wide range of topics such as assessment, curriculum design, and learning styles, this book is ideal for pre- and in-service teachers, language specialists, content specialists, administrators, deans, higher education faculty, ...

Technical and Vocational Teacher Education and Training in International and Development Co-Operation

Models, Approaches and Trends

This book deals with teacher training for vocational education and training. In individual chapters next to the positions of relevant international organizations, donors and development banks, it also covers selected countries in their ways of shaping of Technical Vocational Education and Training and teacher training. The structure of the book aims at two objectives: To outline positions of important stakeholders of the international Technical Vocational Education and Training policies and international cooperation in TVET teacher training. To discuss the current status of Technical Vocational Education and Training and teacher training in selected countries, from developing countries, countries with emerging economies to industrialized countries. The book is meant to create a platform that supports a reference concept within international cooperation for the further development of Technical Vocational Education and Training and teacher training up to a higher quality and performance.

This book deals with teacher training for vocational education and training.

Teacher Education for Special Needs in Europe

Specialists from ten countries discuss trends in training and professional development for teachers of students with special needs, concluding that such training should be part of every teacher's initial and continuing training. Developed from contributions to a July 1993 symposium in Manchester, England, 17 papers demonstrate that while there signs of a growing convergence in Europe at the level of principles and philosophy, a great diversity remains in policies, practice, and provision. Among the topics are best-practices criteria in inclusive education as a basis of teacher education, the in-service training needs of primary teachers for integration in Spain, a report on a TEMPUS project for east-west cooperation for pupils with SEN, the training needs of teachers working with emotionally disturbed children, and mathematical learning as a neglected theme in special education. Six country reports are also included. Distributed in the US by Books International. Annotation copyrighted by Book News, Inc., Portland, OR

Six country reports are also included. Distributed in the US by Books International. Annotation copyrighted by Book News, Inc., Portland, OR