The Affective Dimension of Teacher Education: Based on Interaction Between Personal Academic Interest, Social Change and Education Reform

2017 ◽  
pp. 145-154
Author(s):  
Xiaoman Zhu
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Education Reform ◽  
Affective Dimension ◽  
Academic Interest

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

Critical Theory, Curricular Transformation and Feminist Mainstreaming

1984 ◽  
Vol 166 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Patti Lather
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Critical Theory ◽  
Women's Studies ◽  
Curricular Change ◽  
Antonio Gramsci ◽  
Women’S Studies ◽  
Curricular Transformation ◽  
Change Efforts

This paper examines critical theory, especially the work of Antonio Gramsci, in relation to feminist curricular change efforts in teacher education. It is contended that women's studies is potentially a prime example of curriculum as counter-hegemonic force. Critical theory is taken to task for the male-centeredness of its search for historical actors. The possibilities for fundamental social change that open up when we put women at the center of our transformative aspirations are explored.

The Policy Context for the Evolution of Teacher Education Reform in New Jersey

2017 ◽  
Vol 119 (14) ◽  
pp. 1-64
Author(s):  
Gary Natriello
Keyword(s):  
Teacher Education ◽  
New Jersey ◽  
Education Reform ◽  
Quality Of Education ◽  
Teacher Education Programs ◽  
Teacher Education Reform ◽  
Policy Context ◽  
Three Stages ◽  
General Concern

This article examines the genesis of the New Jersey Provisional Teacher Program, also known as the New Jersey Alternate Route Program, in three stages. First, the motivation to consider alternative ways of recruiting and preparing teachers for New Jersey schools began with general concern about the quality of education in the state and soon moved to consideration of means of strengthening teachers and teacher education. Second, the interest in improving the preparation of teachers led directly to changes in the regulations governing college-based teacher education programs. Third, the principles that were first applied to the reform of college-based programs were then adopted to structure and regulate an alternative route to teaching and the Provisional Teacher Program.

scholarly journals Teacher Education Reform Within University Special Education Programs

2017 ◽  
Vol 38 (5) ◽  
Author(s):  
Regina Sapona ◽  
Jerry Etienne ◽  
Anne Bauer ◽  
Ann E. Fordon ◽  
Lawrence J. Johnson ◽  
...  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Reform ◽  
Education Programs ◽  
Teacher Education Reform ◽  
Special Education Programs

scholarly journals ADOPTION OF INTERNATIONAL EDUCATION POLICY IN INDONESIA: Impact to Teacher Education and Professional Development

2018 ◽  
Vol 2 (2) ◽  
pp. 187-203
Author(s):  
Satia Prihatni Zen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Policy ◽  
Education Reform ◽  
International Education ◽  
International Development ◽  
Teacher Identity ◽  
National Policy ◽  
Development Aid ◽  
International Education Policy

The paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.

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