Teacher educators' induction into Higher Education: work‐based learning in the micro communities of teacher education

2008 ◽  
Vol 31 (2) ◽  
pp. 117-133 ◽  
Author(s):  
Jean Murray
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Education Work

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

scholarly journals Reshaping Teacher Education in a Knowledge Society: Chaos and Collingwood

2006 ◽  
Vol 1 (2) ◽  
Author(s):  
Lynn Speer Lemisko ◽  
Bryant Griffith ◽  
Marc Cutright
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Chaos Theory ◽  
Global Economy ◽  
Teacher Educators ◽  
New Technologies ◽  
Knowledge Society ◽  
New Age ◽  
Business World ◽  
Ways Of Thinking

There is a widely held belief that we have entered a new age – an age defined by terms such as the global economy, the global village, and the information age. As the political and business world act and react to this new age, these sectors seek to influence higher education by demanding positivistic and pragmatic approaches to planning, pedagogy, and curriculum development. As institutions of higher education respond to the demands arising from the knowledge society and as the uncritical use of new technologies multiplies, it is incumbent upon teacher educators to clarify their purposes and procedures. The authors argue that exhilarating and empowering ways of thinking and doing in teacher education could arise out of the convergence of the metaphorical application of chaos theory and the type of historical thinking proposed by Robin George Collingwood. To demonstrate how these ways of thinking might come together to counteract the dominant mythologies of positivism, they provide brief outlines of the salient features of chaos theory and of Collingwoodian thought and then explore how these ways of thinking could be utilized to shape teacher education.

scholarly journals Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution

2020 ◽  
Vol 12 (8) ◽  
pp. 3344 ◽  
Author(s):  
António Valter Chisingui ◽  
Nilza Costa
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Sustainable Development ◽  
Teacher Educators ◽  
Research Question ◽  
Education Institution ◽  
Initial Teacher Education ◽  
Biology Teachers ◽  
Higher Education Institution

National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives. Results show that although the Pedagogical curriculum plan and the formative path, from the interviewee’s point of view, do not explicitly integrate SDG and its challenges for biology ITE, the majority of essays analyzed are locally contextualized and in a number of cases articulated with some of the 17 SDG. Suggestions for inclusion of SDG in ITE and for teacher education research are put forward.

scholarly journals Brain drain in higher education: Critical voices on teacher education in Yemen

2018 ◽  
Author(s):  
Abdulghani Muthanna ◽  
Guoyuan Sang
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Brain Drain ◽  
Teacher Educators ◽  
University Administrators ◽  
Key Factors ◽  
Factors Affecting ◽  
Quality Of Higher Education ◽  
Interpretive Analysis

Brain drain is a context-based issue and has direct impact on the quality of higher education for institutions where a significant number of instructors migrate to take up work in other countries. This is a critical problem in Yemen where higher teacher education programmes still lack teachers. Interpretive analysis of in-depth interviews with two university administrators and ten teacher educators revealed four key factors affecting the occurrence of brain drain: ineffective application of sabbatical leave regulations; failure to equalize returning teachers' salaries with those of their colleagues; lack of resources to support research; and the presence of internal and external conflicts. The study also provides insights for decreasing brain drain in Yemen.

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

RELC Journal ◽  
2021 ◽  
pp. 003368822098017
Author(s):  
Rui Yuan
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Development ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Rapid Expansion ◽  
Professional Status ◽  
Medium Of Instruction ◽  
Classroom Change ◽  
University Settings

Despite the rapid expansion of English-as-a-medium-of-instruction (EMI) programs in higher education, EMI teacher education is still in its infancy. This viewpoint paper analyses what language specialists can do and become in EMI teacher education in university settings. Specifically, the paper argues that language specialists can take on a new role as EMI teacher educators and contribute to EMI teaching and teacher development in different ways, including: (1) initiating classroom change through awareness raising; (2) integrating content and language in specific disciplines through collaboration; (3) attending to EMI teachers’ social and affective needs; and (4) advocating the professional status of EMI teachers. The paper also proposes a tentative framework on EMI teacher educator identity, which can serve as a frame of reference for language specialists who are interested in embarking on a new professional path as EMI teacher educators.

scholarly journals Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria

10.28945/3384 ◽  
2009 ◽  
Author(s):  
Philip Jegede
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Study Data ◽  
Colleges Of Education ◽  
Chi Square ◽  
Use Pattern ◽  
Teacher Education Institutions ◽  
Effect Of Age ◽  
One Way Anova

The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.

scholarly journals Higher Teacher Education: Raising Awareness toward Constructing Teaching Philosophy Statements

2022 ◽  
Vol 9 (2) ◽  
pp. 225-236
Author(s):  
Abdulghani Muthanna
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Curriculum Design ◽  
Teacher Educators ◽  
Practical Implementation ◽  
Teaching Philosophy ◽  
Teaching Materials ◽  
Case Study Methodology ◽  
Teaching Aids ◽  
Teacher Students

This article focuses on exploring whether teacher educators and teacher students at higher teacher education programs have constructed their teaching philosophy statements, how they implement such philosophy statements, and how they develop and evaluate the contents of the teaching materials related to the courses they are instructing. By following the qualitative case study methodology, the author employed semi-structured interviews with twenty teacher educators and fifteen teacher students from one state higher education institution in Yemen. With the employment of thematic network analysis techniques, the findings report on the lack of awareness concerning the teaching philosophy statements construction, the random process of designing and evaluating teaching materials, and the lack of teaching aids for realizing the teaching philosophies of those with developed teaching statements. For practical implementation, university leaders and administrators are recommended to establish a program that focuses on the professional development of the teaching faculty with a focus on highlighting and providing useful knowledge on the ‘teaching philosophy statements’ construction and ‘materials design and evaluation’ processes. Keywords: teaching philosophy, teacher education, higher education, curriculum design, Yemen

scholarly journals TEACHER EDUCATORS: FROM “THE HIDDEN PROFESSION” TO REVEALED PROFESSION

2017 ◽  
Author(s):  
Svitlana Sysoieva ◽  
Iryna Sokolova
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Critical Parameters ◽  
Eu Policy ◽  
Current Trends ◽  
Definition Of ◽  
Support Teacher ◽  
The Eu

Knowledge about the EU policy regarding teacher educators is of significant interest to both scholars and stakeholders of higher education. The authors of this paper have identified four key areas where the analysis of current trends and the formulation of relevant questions for discussion seem to be particularly important for those involved in teacher education and training. These are the development of our knowledge basis about the EU initiatives on teacher education in Europe, the EU policy regarding teacher educators, the challenges and new trends characterising the role of teacher educators in the initial education and the professional development. This study also concentrates on teacher educators’ status, their profile of core values and areas of competence that underpin teacher educators’ diverse and multifaceted roles. The paper uses literature review as a basis in identifying critical parameters for the EU policy analysis and its implementation to higher education sector. The European expert study made some very specific proposals for the definition of a teacher educators’ competence profile, making a distinction between first-order and second-order knowledge, skills and attitudes and defining key competence areas. Two key actions to support teacher educators in Member States are characterized: to develop an explicit profile of the competences required by teacher educators; to reinforce collaboration between all the key actors in all phases of teacher education.

Creating a Patchwork Quilt for Teaching and Learning

2007 ◽  
pp. 261-279
Author(s):  
Janette R. Hill ◽  
Michael J. Hannafin ◽  
Arthur Recesso
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Learning Objects ◽  
Learning Needs ◽  
Education Community ◽  
Learning Issues ◽  
Patchwork Quilt

This chapter explores the use of learning objects within the context of teacher education. The authors argue that learning objects can be useful in teacher education if we both create and code learning objects appropriately to the needs of the teacher education community. The chapter begins with framing the teaching and learning issues associated with the use of learning objects in higher education. Next, the chapter introduces a method for generating and marking up learning objects; examples are described where learning objects are created and coded to address the teaching and learning needs of teacher educators and teachers. The authors conclude with a discussion of the issues and prospects for the use of learning objects in teacher education.

scholarly journals Burnout: Why Are Teacher Educators Reaching Their Limits?

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Tiffany Coyle ◽  
Erica V. Miller ◽  
Christa Rivera Cotto
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Service Time ◽  
Teacher Educators ◽  
External Factors ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Workload Control ◽  
Survey Results ◽  
Grant Money

Burnout among our P-12 teachers has been well documented throughout the years. Yet, little research has been conducted into the burnout of higher education professionals in general. Lackritz (2004) found that emotional exhaustion is significantly and positively related to teaching load, grading, office hours, grant money, service time, and number of service activities. This research looks further into the variables that may impact burnout for higher education faculty, specifically in teacher education, seeking to answer the questions: Are teacher educators in NY experiencing stress/burnout? If so, what internal and/or external factors/conditions are contributing to their burnout? And are specific groups of teacher educators more at-risk for developing burnout more so than others. Survey results reveal that teacher educators have a very low to moderate chance of burnout, but experience many of the stressors that can lead to burnout. The findings build on and extend beyond Maslach, Schaufeli and Leiter’s (2001) framework which includes factors of workload, control, reward, community, fairness, and values.

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