Teaching Career Paths and Teacher Education Reforms

1988 ◽  
Vol 24 (2) ◽  
pp. 200-221 ◽  
Author(s):  
Maureen W. McClure ◽  
John C. Weidman ◽  
Laure M. Sharp
Keyword(s):  
Teacher Education ◽  
Career Paths ◽  
Education Reforms ◽  
Teaching Career

scholarly journals TEACHER EDUCATION IN ETHIOPIA: GROWTH AND DEVELOPMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Shoeb Ahmad
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Education System ◽  
Growth And Development ◽  
Educational Systems ◽  
Education Reforms ◽  
New Paradigm

The main focus of this study is on teacher education in Ethiopia, with particular reference to its reforms and policies. In Ethiopia, with the emergence of various education reforms and policies, and with the discourse of Teacher Education System Overhaul (TESO) the complete infrastructure of the educational system shows signs of development. Teacher education in Ethiopia is directed towards developing both the students and teachers equally, to stand on par with the educational systems of other societies. This article highlights various aspects of teacher education in Ethiopia and focuses upon its various reforms and policies established to develop teacher education in the country. We explore the changes in the teacher education system and approaches that have emerged since 1900 to the present time in Ethiopia. We also provide examples of institutions and programs that are particularly successful in implementing some of the key policies. The concluding part of the study reflects on a new paradigm in teacher education highlighting the ICT and plasma teacher phenomenon.

Assessing Teaching Readiness of University Students in Cross River State, Nigeria: Implications for Managing Teacher Education Reforms

2016 ◽  
Vol 1 (2) ◽  
pp. 96 ◽  
Author(s):  
B. A. Akuegwu ◽  
A. O. Edet (MRS) ◽  
C. C. Uchendu (MRS) ◽  
U. I. Ekpoh (MRS)
Keyword(s):  
Teacher Education ◽  
Teaching Profession ◽  
T Test ◽  
University Education ◽  
Education Reforms ◽  
Education Students ◽  
Cross River State ◽  
Ex Post ◽  
Ex Post Facto ◽  
Gender Influences

This ex-post-facto designed study was geared towards assessing the readiness of would-be teachers in universities inCross River State for the teaching profession, and how reforms can be managed to strengthen this. Three hypotheseswere isolated to give direction to this investigation. 200 students from the two universities in the state constituted thesample drawn from a population of 1684 graduating education students. Data were generated using “Students’Teaching Readiness Questionnaire (S.T.R.Q.)”. Population t-test and Independent t-test statistical techniques wereused to analyze data collected. Results disclosed that teaching readiness of university education students issignificantly low in terms of possession of communication skills, interpersonal skills, ICT skills and entrepreneurialskills; gender influences teaching readiness of university education students in one hand and in the other, it does not;teaching readiness of university education students does not significantly differ on the basis of institution ofaffiliation. On the strength of these findings, implications for managing teacher education reforms were articulated.

scholarly journals Teacher Education Reforms between Higher Education and General Education Transformations in South- Eastern Europe: Reviewing the Evidence and Scoping the Issues

2012 ◽  
Vol 2 (4) ◽  
pp. 71-90
Author(s):  
Nataša Pantić
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Quality Assurance ◽  
Teacher Preparation ◽  
General Education ◽  
Eastern Europe ◽  
Education Reforms ◽  
South Eastern ◽  
South Eastern Europe ◽  
Common Vision

The present paper considers reforms and developments in teacher education in South-Eastern European countries as part of overall reforms in higher education, and in light of changes in general education that impact teachers and their preparation. The paper reviews the literature and reports from the region that offer some evidence of and insights into the issues surrounding teacher education reforms in the contexts of postsocialist education transformations in South-Eastern Europe. It scopes the issues relating to: structural and curricular changes in teacher preparation; coordination of reforms across different levels; development of a common vision of good teaching in cooperation between teacher educationinstitutions, schools and communities; and quality assurance of teacher preparation. The identified issues include: the superficial nature of structural reforms and the neglect of substantial curricular changes; the dearth of opportunities for reflection linking theory and practice; insufficiently developed cross-curricular approaches to teacher educationreforms; the fragmentation of teacher education along a number of lines; the absence of a common vision of quality teaching, and of formative links between quality assurance systems for teachers, schools and teacher education providers. Finally, the paper outlines potentialavenues for future developments and implications for teacher education policies and practices.

scholarly journals Negotiating conflicting discourses of quality teaching in Fiji: Initial teacher education and practicum at the University of the South Pacific

2019 ◽  
Vol 24 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Greg Burnett ◽  
Kusum Prakash ◽  
Vinata Sharma
Keyword(s):  
Teacher Education ◽  
Effective Teaching ◽  
South Pacific ◽  
Initial Teacher Education ◽  
Quality Teaching ◽  
Education Reforms ◽  
Ministry Of Education ◽  
The South ◽  
The University ◽  
Conflicting Discourses

This article identifies a number of conflicting discourses informing education in Fiji and their impact on Initial Teacher Education (ITE) students. The socially constructivist progressivism of the Ministry of Education and the ITE provider is being eroded by a set of socially conservative discourses symptomatic of neoliberal education reforms elsewhere. It is the Practicum where the conflict is most acutely evidenced. To highlight the conflict 90 ITE students, as ethno-graphic fieldworkers, have used an accepted quality teaching checklist to record the teaching they witnessed while on practicum. The resulting misalignments between discourses of quality teaching identified in this article and highlighted by ITE students contributes to debates about what constitutes effective teaching in Fiji. Additionally, despite the multi-discursive reality of Fijian education the article suggests ITE based on a learning-centred rather than learner-centred approach where teachers make critical choices for teaching based on links between pedagogy, context and consequence.

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