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Handbook of Research on Teacher Education

Pedagogical Innovations and Practices in the Middle East

This comprehensive book presents emergent findings and promising results in teacher education, curriculum, assessment, teaching and learning approaches, pedagogical innovations and practices, and professional development in educating the next generation of students. The volume reflects the current trends and highlights teacher education programs in all 14 MENA countries in one place. The chapters in this handbook discuss the challenges and the ways to improve teacher education by the educators in the Middle East region, including Bahrain, Egypt, Iran, Iraq, Jordan, Kuwait, Lebanon, Oman, Palestine, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates, and Yemen. It also provides an extensive and rich reference for future comparisons across the countries. The book contains chapters written by experienced international teacher educators who draw on their experience and expertise to perennial issues and formidable challenges in teacher preparation and meaningful school reforms. This volume is a valuable resource and essential companion for teacher educators, faculty members, staff developers, trainee teachers, undergraduate and postgraduate students, researchers, school leaders, policy-makers, and professional learning communities to refresh their knowledge and improve their understanding. This book is a must-read for anyone interested in evolving issues in teacher education in the Middle East region.

This comprehensive book presents emergent findings and promising results in teacher education, curriculum, assessment, teaching and learning approaches, pedagogical innovations and practices, and professional development in educating the ...

Science Teacher Education for Responsible Citizenship

Towards a Pedagogy for Relevance through Socioscientific Issues

This edited book aims to provide a global perspective on socioscientific issues (SSI), responsible citizenship and the relevance of science, with an emphasis on science teacher education. The volume, with more than twenty-five contributors from Africa, North and South America, Asia, Australasia and Europe, focuses on examples from in- and pre-service teacher training. The contributors expand on issues related to teachers’ beliefs about teaching SSI, teachers’ challenges when designing and implementing SSI-related activities, the role of professional development, both in pre- and in-service teacher training, in promoting SSI, the role of the nature of science when teaching SSI, promoting scientific practices through SSI in pre-service teaching, and the role of indigenous knowledge in SSI teaching. Finally, the book discusses new perspectives for addressing SSI in teacher education through the lens of relevance and responsible citizenship.

This edited book aims to provide a global perspective on socioscientific issues (SSI), responsible citizenship and the relevance of science, with an emphasis on science teacher education.

Teacher Development in Higher Education

Existing Programs, Program Impact, and Future Trends

This book investigates the challenges of creating effective instructional development programs in higher education. Building upon experience from higher education programs around the world and using a variety of research methods, it examines how success is to be understood, how successful current programs are, and what determines program success.

This book investigates the challenges of creating effective instructional development programs in higher education.

The Professional FE Teacher

Staff Development and Training in the Corporate College

This work explores how best FE teachers can be trained and developed. Among the topics covered are the contextualization of professional development; competence-based approaches; the teacher as mentor; the portfolio approach to professional development; and flexible learning.

This work explores how best FE teachers can be trained and developed.

Integrating Video Into Pre-service and In-service Teacher Training

"This book provides a comprehensive overview on the application of class video recordings to encourage self-observation of personal teaching methods and improve everyday classroom habits, highlighting concepts relating to professionalism, didactics, and technological techniques"--

Highlighting concepts relating to professionalism, didactics, and technological techniques, this book is a pivotal reference source for researchers, educators, practitioners, and students.

Best Practices in Professional Learning and Teacher Preparation

Methods and Strategies for Gifted Professional Development: Vol. 1

Several states offer additional teacher preparation programs by providing either an endorsement or certification in the field, but these are often pursued by teachers specifically enrolled in gifted coursework rather than in general education programs. Practitioners and researchers agree that time and energy should be spent on training teachers in how to address the needs of gifted and talented students, both within the regular classroom and in specialized programs. This three-book series acknowledges this need and provides specific strategies for professional development in a variety of settings using various methods. Drawing on both literature in the field and research-based best practices in professional learning, this series provides the reader with a foundation for designing and implementing effective professional development experiences for educators working with gifted learners. This volume focuses on a variety of techniques and methods in professional development. From reflection practices, to using case studies, to incorporating technology, authors provide specific tools and resources to consider when delivering effective professional development related to this specific population of learners. A service publication of the National Association for Gifted Children (Washington, DC) This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.

Several states offer additional teacher preparation programs by providing either an endorsement or certification in the field, but these are often pursued by teachers specifically enrolled in gifted coursework rather than in general ...

LSP Teacher Training Summer School

The TRAILs Project

This book is the result of research carried out in partnership with seven European universities as part of an Erasmus+ project on training teachers of Language for Specifi c Purpose (LSP) in higher education. All university partners, i.e. Bordeaux (France), Zagreb (Croatia), Jade (Germany), Cádiz (Spain), Adam Mickiewicz (Poland), Ljubljana (Slovenia), Arcola Research (UK), and Bergamo (Italy) carried out surveys and developed a detailed report showing that in Europe there is very little training for this type of teaching, and that teachers generally need to be trained in the specifi cities of the language fi eld they are going to teach. Medical or maritime English, legal Spanish, French for tourism, etc. require both an expert domain knowledge and a grounding in language teaching. Several testimonies highlight this situation and show the lack of career development prospects for LSP teachers at European universities. The members of the Erasmus+ TRAILs project have therefore been interested in the specifi c needs of LSP teachers and have been able to update the information through several types of surveys. The competences of LSP teachers were thus identifi ed. Based on this precise inventory, they are proposing to draw up a complete training programme. A pedagogical approach has been developed: resources, lesson preparation, course design, innovative pedagogical approaches are presented. The research presented in this book goes well beyond the TRAILs project and questions the training of specialised language teachers. More generally, it highlights the need to provide effective training and professional development for LSP teachers and offers a contribution to overcoming the shortcomings of LSP teacher education.

This book is the result of research carried out in partnership with seven European universities as part of an Erasmus+ project on training teachers of Language for Specifi c Purpose (LSP) in higher education. All university partners, i.e.

Teacher Training and Professional Development

Concepts, Methodologies, Tools, and Applications, VOL 3

Teacher Training and Professional Development

Concepts, Methodologies, Tools, and Applications, VOL 4

Peer-group Mentoring for Teacher Development

Peer-Group Mentoring for Teacher Development introduces and contextualises for an international audience, a new model for teachers' professional development; Peer Group Mentoring, (PGM). It is based on the constructivist view of learning, the idea of shared expertise, and the 'Model of Integrative Pedagogy' which emphasises the integration of different forms of expert knowledge in professional development.

Peer-Group Mentoring for Teacher Development introduces and contextualises for an international audience, a new model for teachers' professional development; Peer Group Mentoring, (PGM).