scholarly journals A reflexive exploration of transposing comparative paradigms into scholarly and practical approaches in teacher education

Educatia 21 ◽  
2021 ◽  
pp. 4-12
Author(s):  
Florin D. Salajan ◽  
Keyword(s):  
Teacher Education ◽  
International Education ◽  
Perspective Taking ◽  
Teacher Educators ◽  
Comparative Perspective ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Global Citizens ◽  
Comparative And International Education ◽  
Research Collaborations

This article examines the place of comparative and international education (CIE) scholarship and practice in teacher education (T.Ed.). In this regard, CIE scholarship is instrumental in revealing the functioning, organization, importance and interconnectedness of teaching, as a profession, and teacher education, as the conduit to that profession, across national and cultural settings. As teacher education programs and teacher educators continue their work in imparting robust and sound pedagogical knowledge, they also need to acknowledge the enriching nature of a comparative perspective in the scholarship and practice on teacher education. Thus, including comparative methods in examining teacher education both within and across a program’s national borders offers teachers-to-be a window into an array of teaching practices in a global setting. Developing an awareness, interest and inclination toward a comparative perspective-taking in teacher education is paramount in forming the new generations of teachers and researchers on teacher education. At the same time, teacher education programs benefit from research collaborations across national and cultural settings, allowing them the possibility to co-learn what approaches may work in meaningfully adjusting their curricular organization to prepare teachers for an interconnected world in which their students truly become global citizens.

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

2018 ◽  
Vol 69 (2) ◽  
pp. 140-153 ◽  
Author(s):  
Lorena Guillen ◽  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Pacific Northwest ◽  
Teacher Candidates ◽  
Research University ◽  
Teacher Educators ◽  
Local Community ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

Developing Critical Dispositions in Teacher Education Programs

2019 ◽  
pp. 106-124
Author(s):  
Jarrett D. Moore
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
American Education ◽  
Education Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

Digital Storytelling in Teacher Education

2011 ◽  
pp. 235-237 ◽  
Author(s):  
Vivian H. Wright
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Digital Storytelling ◽  
Teacher Education Programs ◽  
Instructional Tool ◽  
Education Programs ◽  
Technology Tools ◽  
Learning Productivity

In teacher education programs, there is a consistent need to locate and to recommend to teacher educators, teacher candidates, and in-service teachers, viable technology tools and concepts that can be used in the classroom. Digital storytelling is a concept that is growing in popularity and one which offers versatility as an instructional tool. This chapter presents information and ideas on how to facilitate learning, productivity, and creativity through a variety of digital storytelling classroom uses.

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

Teacher Education in Australia

2017 ◽  
Author(s):  
Diane Mayer ◽  
Wayne Cotton ◽  
Alyson Simpson
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Relevant Literature ◽  
Initial Teacher Education ◽  
Sufficient Evidence ◽  
Teacher Education Programs ◽  
Current Policy ◽  
Education Programs ◽  
Policy Problem ◽  
Federal Intervention

The past decade has seen increasing federal intervention in teacher education in Australia, and like many other countries, more attention on teacher education as a policy problem. The current policy context calls for graduates from initial teacher education programs to be classroom ready and for teacher education programs to provide evidence of their effectiveness and their impact on student learning. It is suggested that teacher educators currently lack sufficient evidence and response to criticisms of effectiveness and impact. However, examination of the relevant literature and analysis of the discourses informing current policy demonstrate that it is the issue of how effectiveness is understood and framed, and what constitutes evidence of effectiveness, that needs closer examination by both teacher educators and policymakers before evidence of impact can be usefully claimed—or not.

Gender and Sexual Diversity in Teacher Education

2019 ◽  
Author(s):  
Bethy Leonardi ◽  
Sara Staley
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Educators ◽  
Local Politics ◽  
Teacher Education Programs ◽  
Support Needs ◽  
Sexual Diversity ◽  
Education Programs ◽  
Lgbtq Youth ◽  
Research And Practice

Generations of education scholars have positioned issues that affect LGBTQ youth as critical to conversations about equity, diversity, democracy, and social justice in schools. Those voices, for generations, have been relegated to the periphery of those conversations at best and have been silenced at worst. Relatedly, university-based teacher education programs have been remiss in their attention to issues of gender and sexual diversity, systematically sending teachers into the field largely unprepared to create contexts that are safe for LGBTQ youth and to affirm gender and sexual diversity. With growing attention to issues that affect LGBTQ youth, both in educational research and practice as well as in the larger sociopolitical discourse, teachers are on the front lines. They are charged with navigating the complexities of students’ identities, the contexts in which they teach, local politics, and their own deeply held beliefs—and they are often, unsurprisingly, doing so with little or no support. That support needs to start much earlier. Teacher education programs—and teacher educators—are implicated as central in changing the discourse around what counts as (non)negotiable in learning to teach. By supporting preservice teachers’ learning around gender and sexual diversity, their processes toward that end, and their engagement in queer practices, teacher educators and teacher education programs can work toward paying down the debt owed to teachers in the field and to LGBTQ students and families who have long suffered the consequences of silence.

Tacit assumptions of citizenship education: A case study in Spanish initial teacher education

2018 ◽  
Vol 14 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Marta Estelles ◽  
Jesús Romero
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
Teacher Educators ◽  
Public University ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Tacit Assumptions

Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group of teacher educators from a public university in Spain understand citizenship education, exploring the net of metaphors and idealized visions they seem to share, regardless of their formal conceptualizations. The discussion of the findings considers the implicit hierarchies of these shared assumptions that define what is deemed as real, desirable, and possible in citizenship education. Implications for teacher education are also contemplated.

scholarly journals Role of Teacher Education in Preparing Teachers for Teaching in Religious Schools of Balochistan

2020 ◽  
Vol 6 (1) ◽  
pp. 70-83
Author(s):  
Abdul Nasir Kiazai ◽  
Zarina Waheed ◽  
Saba Rehman
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Vital Role ◽  
Teacher Education Programs ◽  
Religious Schools ◽  
Education Programs ◽  
Group Discussions ◽  
Number Of Children ◽  
Group Interviews

A large number of children in Balochistan attend religious schools (Madrasas) that have been criticized for spreading extremist views in the society. Teacher education institutions play a vital role in bringing cultural and religious harmony by producing prospective teachers who are able to cultivate tolerance, acceptance, patriotism, ethnic, religious respect and counter extremism, sectarian, and discrimination prospective. This qualitative exploratory study explores whether the prospective teachers in Balochistan are trained enough to teach in religious schools. The data were collected through in-depth interviews and focused group discussions. All teacher educators and prospective teachers from the universities that remained part of Pre-STEP or Teacher Education Project (TEP) assisted by USAID constituted the population of the study. Sample was selected through purposive sampling from two universities situated in Quetta. 10 teacher educators (5+5) and 10 prospective teachers (5+5) were selected as sample for interviews while two groups of prospective teachers (5 participants in each) were selected from the both case universities for focus group interviews. Data were analyzed through thematic analysis. The findings indicated that the prospective teachers and teacher educators considered the recent teacher education programs in Balochistan not enough to train teachers to teach in religious schools. Keywords: Prospective Teachers; Religious Schools; Teacher Education Programs; Balochistan

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