Research paper from the year 2013 in the subject Pedagogy - Miscellaneous Topics, , language: English, abstract: This article discusses the role of the teacher educators in reorienting teacher education to address sustainability. The article analyzes the implementation of aims and tasks of the UN Decade of Education for Sustainable Development (DESD) (2005-2014) among Teacher trainers/educators in Kenya. The three recent teacher education and professional development (TEPD) programmes conducted in public Teacher Training Colleges (T.T.Cs) in Kenya were scrutinized with a view of establishing the extend to which Education for Sustainable Development (ESD) has been incorporated in teacher education programmes. Both the analysis and the literature review provide no evidence that ESD has become an integral part of most teacher education programmes, and that there is no teacher education initiative that has strategically set out to mainstream sustainability into the core of teacher education programmes particularly in light of current and developing trends in education in Kenya. There is therefore, almost a blank spot in both the body of knowledge on teacher education and the actual practices of many teacher educators with regard to ESD. The article concludes with a discussion of ways to remedy the situation.
Both the analysis and the literature review provide no evidence that ESD has become an integral part of most teacher education programmes, and that there is no teacher education initiative that has strategically set out to mainstream ...
Challenges to practicum! The authors have explored professional practice knowledge and the ways practicum is dealt with in teacher education. They report from Research and Development projects based on collaboration between universities and school communities. Empirical studies have been carried out in Australia, Canada, China, Denmark, Finland, Norway and Sweden. Communication about practicum is reframed. Preservice teachers’ experiences during practicum serve as a point of departure for improving teacher education.
This book highlights the difficulties that women working as managers and leaders in initial teacher education face. Teacher education is at the forefront of education reforms and yet little is known about the professional lives of those who work within it. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures. Yet other female managers, mainly new appointees, seem to endorse the discourses associated with new managerialist practices. Simultaneously some women who manage in teacher training are engaged in a struggle for survival individually and professionally. In the main, men seem to be missing from authority positions and will conclude that, in the current climate, the management of teacher training is ‘no job for a man’.
Inclusive teacher preparation varies greatly in format and practice, yet programs grapple with the same underlying challenges: which practices work and where do they work. As children with disabilities are increasingly being included in schools, it is essential that guidance is put into place on how best to adapt inclusive practices into the classroom and create new practices based on the cultural context. Global Perspectives on Inclusive Teacher Education summarizes existing research on inclusive practices globally while presenting emerging research and opportunities for cementing change in inclusive teacher education locally, including examples of how inclusive practices are integrated in and adapted to diverse cultural contexts. Covering topics that include critical pedagogy, religious schooling, and teacher education, this publication is designed for curriculum developers, instructional designers, administrators, higher education faculty, educators, policymakers, and students.
Global Perspectives on Inclusive Teacher Education summarizes existing research on inclusive practices globally while presenting emerging research and opportunities for cementing change in inclusive teacher education locally, including ...
Teachers and Teacher Performance in Bihar: Implications for Teacher Education is a study undertaken in the low income state of Bihar in India to create effective teacher perfomance measuring standards. Undertaken as a World Bank and Govt. of Bihar collaborative initiative to study has developed benchmarks against which teachers’ performance were assessed so that the quality of pre-service training and continuous professional development can be reviewed and improved. These teacher performance standards track (i) teacher subject knowledge; (ii) classroom teaching; and (iii) time on task. These inputs and index based scores of teacher performance feed into and inform the development of Bihar’s teacher training strategy. This study undertaken by the ASER Center of Pratham explores a set of interrelated factors that influence how teachers teach. Designed as a series of data collection exercises that were conducted between July 2013 and December 2014, the study covered 400 schools and over 2200 teachers tracked during visits to each school. The study uses teacher surveys and classroom and school observations methods. It evaluates teachers’ subject matter knowledge, ability to communicate as well as their ability to learn from children’s work. The findings generated by the study provide significant inputs and suggestions for designing future teacher training and teacher professional development programs. The research potentially has utility not only in India but more widely to influence teacher policy reform, identifying cost effective financing strategies, developing accountability measures for effective management of teacher education.
Teachers and Teacher Performance in Bihar: Implications for Teacher Education is a study undertaken in the low income state of Bihar in India to create effective teacher perfomance measuring standards.
This open access volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes at various universities, colleges, and teacher training institutes in Central Asia.
This book is open access under a CC-BY license. The volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states.
The purpose of this volume is two-fold. First, the book attempts to initiate a research-based dialogue from a variety of perspectives specifically about teacher training and teaching in the context of student linguistic and cultural diversity; and, second, to cast a wide net over three major areas of professional development that have the potential to impact on teacher quality and on the educational services provided to ELLs at all levels of instruction. This book represents a first attempt to a quiet revolution going on in teacher education (Johnson, 2000). It allows the reader to uncover research activities and experiences that constitute individual teacher education program initiatives. A revolution, because it is stirring the very essence of what stands at the core of teacher education, a core that has long been based more on training to teach monolingual English speaking students and less on teaching ELLs, their first and second language development, using their bilingualism to teach academics, and on the process of becoming an effective teacher of ELLs. This state-of-the-art review brings together research on effective pedagogy and teacher training. The nine feature chapters are directly concerned with effective new structures and practices for professional development and are presented in a framework that considers a wide spectrum of topics to address issues such as: what teachers need to understand about English language learners, what kind of professional experiences are likely to facilitate those understandings, and what kinds of teacher education programs and school settings are able to support their ongoing learning. The authors also discuss the implications of their work for helping English language learners connect and benefit from school from the points of view of (1) school reform, (2) teachers’ bilingual proficiencies, (3) teachers’ knowledge and beliefs, and (4) teacher training programming and sustainability.
Teacher Professional Development: Special Focus on Bangladesh, Nepal, and Sri Lanka
Significant investments have been made to modernize and improve the provision of education services. Strengthening teacher development has been a key component of these investments. However, programs on teacher development have provided mixed results. This report adopts a 360-degree perspective to review the current status of teacher development, demand and supply, and performance management in five countries from the South Asia region including Bangladesh, Nepal, and Sri Lanka, with limited reference to Bhutan and Maldives. It probes beyond teacher in-service training and teacher job conditions, and investigates systemic and structural issues. Continued investment may not be the best option to improve the quality and supply of teachers, and so the challenge is how to leverage resources to meet the demand.
Strategies for Personal and Professional Development
Teaching is a rewarding, yet demanding profession, one in which a person needs to be fully prepared. This book focuses on the applied psychological skills, strategies and resources, which will help to ensure you are equipped with personal and professional expertise to survive in the classroom. In the book you will find: - An overview of important psychological themes within teaching such as confidence, motivation and self esteem - Explorations of physical issues related to successful psychological functioning, such as fitness and nutrition - Advice and activities which will show you how to learn and use psychological skills and techniques directly Readily accessible to a wide audience, including internationally, the book assumes no prior knowledge of psychology. The authors give specific examples taken from a diverse range of professional situations, always with relevant theoretical underpinning, and the structure allows you to dip in and out of chapters and sections. The text provides support to students on teacher training courses at both undergraduate and postgraduate level. It will also help teachers in their formative professional years.
This book focuses on the applied psychological skills, strategies and resources, which will help to ensure you are equipped with personal and professional expertise to survive in the classroom.
Values and Professional Knowledge in Teacher Education provides distinctive insights into potential strengths to develop trainee teachers’ values within school-based training. Looking at the personal moral and political values of trainees as fundamental to strategic and critical professional knowledge, the book considers a key question about training contexts: to what extent is teacher education embedded in the purpose and rationale of the school so that trainees’ values, and consequently their autonomy and identity, can flourish? The book is research focused and offers case studies that offer vicarious experiences which resonate with the professional needs and concerns of teacher educators. The book opens with a reflective narrative on the experience of a teacher educator in England. Further chapters explore international perspectives on values and professional knowledge in teacher education, applied theoretical principles for developing the relationship between trainee teachers’ values and their professional knowledge, the impact of university and school-based training contexts on the development of values-based professional knowledge, and the challenge of a values-based professional knowledge to current teacher education practice. Values and Professional Knowledge in Teacher Education will be of great interest to academics and post-graduate students in the field of education, university and school-based teacher educators, trainee teachers, researchers, policymakers and school leaders.
The book is research focused and offers case studies that offer vicarious experiences which resonate with the professional needs and concerns of teacher educators.
