This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
e questionnaire items span five topics: tea er educational ba ground and training, professional development experiences, curriculum and instruction practices, tea ers' a itudes and opinions, and tea ers' views on s ool ...
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 ...
This new type of secondary school has a semi - vocational character , Teacher training . In 1950 there were fifty - nine ... blacksmithing , metal work , and women's craft , Professional education . Professional education has been ...
Innovations encompass all phases of teacher education, with emphases on induction activities for new teachers and inservice activities which create new roles for experienced ones; they involve collaborative, integrative, reflective, experiential, and inquiry-oriented practices; and they emphasize teachers as leaders in their own development and schools as learning places for all. Complex networking of institutional structures enriches school-based teacher development; other innovations aim to improve teacher education practices, and change working and learning conditions; some are guided by a vision of teachers as reformers. The report concentrates more on the state of innovative activity, with only general references to the prevalence and impact of these changes.
Innovations encompass all phases of teacher education, with emphases on induction activities for new teachers and inservice activities which create new roles for experienced ones; they involve collaborative, integrative, reflective, ...
This edited volume brings together diverse thinkers and practitioners from the field of teaching and teacher education as it pertains to educational development in South Asia. In this volume, authors draw from their research, practice, and field experiences, showcasing how teaching and teacher education are currently being carried out, understood, theorized, debated, and implemented for the education of children and teachers alike in South Asia. The volume also includes practitioner voices, which are often marginalized in academic discourse. This book acts as a key reference text for academics and practitioners interested in the intersection of education and development in the region, and in particular what it takes to pull off ambitious teaching and teacher education in South Asia.
This edited volume brings together diverse thinkers and practitioners from the field of teaching and teacher education as it pertains to educational development in South Asia.
In facing the challenges of rapid globalization, IT intensification, international competition and local demands for developments, educators, scholars and leaders in the Asia-Pacific region and other parts of the world are concerned with reforms of teacher education for the future of education in the new millennium. This edited volume aims to provide a global sharing of the major trends and characteristics of the ongoing teacher education reforms in this region and the major challenges and issues raised in policy formulation and reform implementation. With a total of 14 chapters prepared by 18 scholars from nine educational systems – Australia, Canada, China, Hong Kong, India, Japan, Korea, Malaysia, and United States – in the Asia-Pacific region, the book highlights the trends and challenges in the reform of teacher education in the region generally and in eight educational systems in particular. Most chapters directly or indirectly address the latest issues of teacher education and development at operational, site, and macro levels from a national or regional perspective. This volume is of interest to teachers, teacher educators, researchers, policymakers, and other stakeholders in all developed and developing countries.
This volume is of interest to teachers, teacher educators, researchers, policymakers, and other stakeholders in all developed and developing countries.
This book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector. It offers theoretical frameworks and empirical data to delineate issues relating to teacher educators and training in areas regarding policy, programmes, and pedagogic activities. Some of these areas include the education of teachers in vocational education, the professionalization of teacher educators in a neoliberal education system, and teacher educators' perspectives of a training programme for vocational education and training. Additionally, the areas cover the relevance of coherence in vocational teacher education for teacher educators, the use of questioning strategies for teacher educators, teacher educators and their initial disciplines, journeys and job titles, the relevance of craft and reflectivity of teacher educators, and the importance of teacher education and mentoring scheme. The rationale for this book is that there is a comparative lack of research and related publications on teacher educators and the delivery and design of teacher education facilitation in the sector internationally. Also, the FE sector is viewed as a backwater of educational research compared to the other sectors.
This book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector.
"Enhancing Practice through Classroom Research addresses the growing trend in educational contexts for teachers to engage in CPD and develop as excellent practitioners. It a guide for teachers, by teachers, on how to improve practice - and understanding of practice - through a personal process of reflection, research and action.The book will provide much needed guidance for teachers engaged in postgraduate studies in reflective practice and professional development, and structured around real life examples of research undertaken by teachers, it will be highly supportive for teachers in the classroom interested in small-scale research projects. The book presents a framework beginning and developing research, in four key sections: Section one deals with reflection on practice, exploring concerns about practice and identifying values; section two examines ideas around why practitioners might be concerned about their practice; section three outlines how readers can develop a personal action plan and gather data to show any changes or possible improvements in their work; the final section shows how readers can draw on the evidence they have produced to develop their own personal theory of education. It covers key issues central to effective professional development and improving practice in the classroom: Understanding the concept of the professional and reflecting on how values inform practice Identifying critical questions such as why you teach as you do Deciding how to investigate the issues you've identified developing a research plan and collecting data Interpreting and making meaning from data writing up each stage of your research. Each section includes two chapters, the first describing real life experiences of researching and reflection in the classroom, giving the reader the opportunity to use the studies to think critically and reflect on their own practice. The second chapter explains a specific stage of the research process project and its rationale, and includes tasks throughout for readers to undertake to encourage reflection"-- Provided by publisher.
Acknowledging the busy nature of classroom teaching and focussing on personalising professional development, this friendly, sensible text offers support and guidance for all student and practising teachers interested in research either for ...
This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical introduction to the field. A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice as applied in language teacher education in an Asian specific context. The author discusses findings from a variety of qualitative and quantitative research studies in the light of previous research and in the context of teacher learning theories. Teachers, teacher educators, teacher trainers, supervisory coordinators and administrators will find practical advice, while the volume will be a valuable source of research information for researchers in teacher education and EFL teacher education, in particular for those who wish to employ mentoring or peer mentoring as an approach to teachers’ professional development.
This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical ...
