Local Classrooms, Global Technologies: Toward the Integration of Sociotechnical Macroethical Issues Into Teacher Education

2018 ◽  
Vol 38 (1-2) ◽  
pp. 13-22
Author(s):  
Michael Lachney ◽  
Liz O. Boltz ◽  
Brittany Dillman ◽  
Candace Robertson ◽  
Aman Yadav
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Teacher Educators ◽  
Electronic Waste ◽  
Environmental Issues ◽  
Pedagogical Practices ◽  
Management Systems ◽  
Individual Decision ◽  
Double Binds ◽  
Areas Of Concern

Discussions of ethics within in-service teacher education tend to focus on microethical concerns (e.g., discipline) that deal with decision making at interpersonal levels. Issues concerning educational technology are no exception. Yet, as teachers choose and are expected to integrate technological devices (e.g., laptops) and sociotechnical systems (e.g., learning management systems) into pedagogical practices, their classrooms and schools may become implicated in macroethical issues (e.g., electronic waste) that reach beyond the local consequences of their direct actions. Necessitated by tight couplings of technology and education, this article presents the concept of macroethics for teacher educators by grounding it in three areas of concern: obsolescence, automation, and big data. These three areas offer opportunities to make economic and environmental issues more central to case studies on technology in teacher education. At the same time, teacher educators will need to put emphasis on critical reflection and collective action in units on macroethics since the limited impact of individual decision-making on these issues may put teachers in double binds (i.e., dilemmas with contradictory demands).

scholarly journals Developing Equitable Pedagogical Practices in Teacher Education: Considerations for Critical Transformative Perspectives in a North American Context

2021 ◽  
Vol 3 (3) ◽  
pp. 348-367
Author(s):  
Derrick Tu
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
North American ◽  
Teacher Educators ◽  
School Experiences ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Equity In Education ◽  
Theoretical Paper ◽  
Critical Perspectives

Abstract Teacher education programs may encourage their students to reflect upon their own school experiences through critical perspectives to develop equitable pedagogical practices for a better society. However, what are the implications of using critical perspectives? The purpose of this theoretical paper is to examine assumptions of using critical transformative approaches in teacher education for equity by addressing the following question: What issues between teacher educators and their students need to be considered when using a critical transformative learning approach to develop equitable pedagogical practices in a North American context? By framing critical and transformative learning as working with difficult knowledge and cognitive dissonance, I argue that teacher education courses need to create spaces that foster authentic dialogues to move beyond psychologizing to critical awareness for equity in education.

Epistemology and Teacher Education

2018 ◽  
Author(s):  
Matthew Smith
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Research Literature ◽  
Pedagogical Practices ◽  
Initial Teacher Education ◽  
Forthcoming Article ◽  
Wide Range ◽  
Personal Epistemologies ◽  
The Individual

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. For teachers to effectively engage in given pedagogical practices, they need to have beliefs that support these approaches to teaching. These are not philosophical beliefs per se; rather, they are the individual understandings that teachers hold about the nature of knowledge and knowing, which underpin and guide their actions and which are referred to as personal epistemologies. A wide range of paradigms for understanding and studying personal epistemologies is evident in the research literature in this field, but these different perspective and approaches—while varied in outlook and conclusion—point to how important it is that initial teacher education courses allow for the development of sophisticated personal epistemologies through explicit teaching that enables students to think ontologically and epistemologically, and that teacher educators initiate and sustain reflective and discursive practices throughout their courses to promote the best possible outcomes for the children that student teachers will go on to teach in their subsequent careers.

scholarly journals The Utilization of Social Media in the Classroom by Business Teacher Educators in Nigeria

2017 ◽  
Vol 6 ◽  
Author(s):  
James L. Morrison ◽  
Ganiiyu T. Oladunjoye ◽  
John Oyedele ◽  
Joshua Maman
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Teacher Educators ◽  
Research Problem ◽  
Pedagogical Practices ◽  
Colleges Of Education ◽  
Use Of Social Media

The objective of the study was to determine how frequently social media is being utilized by business teacher educators in Nigeria and for what purpose. Specifically, the research problem was to determine the kinds of pedagogical practices associated with using social media for teaching. Surveys were received from 69 business teacher educators situated in 5 states in Nigeria of which 41 were from polytechnic institutions, 22 from colleges of education, and 5 from universities. The findings indicate that social media is only being marginally implemented in business teacher education in Nigeria. However, a significant number of business teacher educators would like to see the use of social media expanded by becoming more informed as to instructional alternatives

scholarly journals IMPLEMENTATION OF ENVIRONMENTAL MANAGEMENT SYSTEMS STANDARDS: IMPORTANT FACTORS IN CORPORATE DECISION MAKING

2002 ◽  
Vol 04 (03) ◽  
pp. 311-328 ◽  
Author(s):  
KONSTANTINOS I. EVANGELINOS ◽  
GEORGE E. HALKOS
Keyword(s):  
Environmental Management ◽  
Decision Making ◽  
Environmental Performance ◽  
Environmental Issues ◽  
Management Systems ◽  
Environmental Management Systems ◽  
Positive Perception ◽  
Policy Makers ◽  
Number Of Factors ◽  
A Company

While environmental management systems standards (EMSS) have been advocated by policy makers and consultants on the basis of a number of benefits associated with their implementation, some companies are reluctant to implement them. This paper tests four hypotheses with regard to the significance of a number of factors in a company's decision to implement EMSS. Specifically, it assesses whether a company would be more likely to implement EMSS if its management has a positive perception of environmental issues; if there are pressures on the company to improve its environmental performance; if opportunities arise through its environmental activities; and if it operates in sensitive environmental conditions. For this purpose, Greek companies in the process of EMSS implementation were surveyed and their responses compared with companies that had not decided up to that point to implement the standards. Specific aspects of the hypotheses posed were supported and confirmed a range of factors that are important in a company's decision to implement EMSS.

scholarly journals Songs from taboo tongues: Experiencing first language loss

1944 ◽  
Vol 8 (1) ◽  
Author(s):  
Sandra Kouritzin
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
First Language ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Language Loss ◽  
Education Programs ◽  
Dominant Language ◽  
Cultural Milieu ◽  
Additive Bilingualism

This article illustrates the issues surrounding and consequences of losing a minority first language in the process of acquiring the politically dominant language of the cultural milieu (English). There are no "conclusions" in this article; however, references are made to the literature on language loss and maintenance, and to practices in teacher education programs which discourage additive bilingualism, asking teachers and teacher educators alike to reflect on some of their own pedagogical practices.

scholarly journals Pathway to ‘Knowing Places’ — and Ecojustice — Three Teacher Educators’ Experiences

2016 ◽  
Vol 32 (3) ◽  
pp. 260-287 ◽  
Author(s):  
Kathryn Paige ◽  
David Lloyd ◽  
Richard Smith
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
School Teacher ◽  
Pedagogical Practices ◽  
Education For Sustainability ◽  
Teacher Education Programs ◽  
Shared Beliefs

AbstractThe case study reported here seeks to promote the sharing of successful practice in Education for Sustainability (EfS). It uses literature and three personal and professional autobiographies as background to the development of a set of sustainability educational practices integrated into a primary/middle school teacher education program. The set of activities focus on developing in students an understanding of EfS and of processes appropriate to it that they can use in their classrooms on graduation. It is the authors’ view that their collaborative building on shared beliefs, contemporary ecojustice literature and three decades of developing enabling pedagogical practices has assisted their efforts to ‘get’ EfS, and to ensure that their students, particularly as beginning teachers, ‘got it’. The ecojustice principles for teacher education programs are outlined in this article and are believed to have wide applicability in many aspects of ecojustice approaches to pro-ecosocial education.

scholarly journals Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development

2020 ◽  
Vol 22 (1) ◽  
pp. 49-65
Author(s):  
William Nketsia ◽  
Maxwell Peprah Opoku ◽  
Timo Saloviita ◽  
Danielle Tracey
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Teacher Educators ◽  
Basic Education ◽  
Medical Model ◽  
Pedagogical Practices ◽  
Colleges Of Education ◽  
Key Factors ◽  
Special Education Needs ◽  
Education In Ghana

AbstractIn accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in the context of teacher education in Ghana. The specific objectives of this study were to determine the inclusive pedagogical practices, values, and knowledge that trainees acquire from the Diploma in Basic Education’s Special Education Needs (SEN) course, the adequacy of the course for preparing teachers to create inclusive classrooms and the challenges associated with the delivery of the SEN course. In this study, 167 final-year trainees and 13 teacher educators from Diploma in Basic Education Program in three colleges of education in Ghana were surveyed about their views on the SEN teacher preparation course. The study found out that the SEN course placed much emphasis on medical model view of SEN and only a minority of trainees acquired the requisite inclusive knowledge, values and pedagogical practices. The paper discusses key barriers to the development of inclusive knowledge, pedagogical practices and values among trainees as well as factors that can promote the effective training of inclusive teachers.

scholarly journals ICT Implementation in Colleges of Education: A Framework for Teacher Educators

10.28945/4312 ◽  
2019 ◽  
Vol 18 ◽  
pp. 207-229 ◽  
Author(s):  
Alona Forkosh Baruch ◽  
Orit Avidov Ungar
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Teacher Training ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Project Based Learning ◽  
Future Research ◽  
Teaching Methodology ◽  
Colleges Of Education ◽  
Ict Implementation

Aim/Purpose: The study aims to evaluate Information and Communication Technology (ICT) implementation in academic colleges of education. The article offers a conceptual framework for ICT implementation within teacher education in the information era, which combines an array of frameworks and addresses the needs of teacher education. Background: The study examines the components of ICT implementation within the training as perceived by teacher educators in these colleges, their attitudes towards the contribution of ICT for teaching and learning, and the available conditions and resources in these colleges for ICT implementation in teaching. Methodology: A mixed methodology of quantitative and qualitative nature was utilized. A questionnaire was developed including a set of sequential steps. The sample that responded to the questionnaire included 615 faculty members, which were approximately 25% of the population of lecturers in 8 colleges of education. Contribution: The results enabled insights regarding success and challenges in the implementation of the computerization program. It supplies policymakers as well as practitioners with updated data and enables evidence-based decision-making. Findings: Use of ICT by faculty shows two key factors: basic ICT use and advance collaborative use. Use in teacher training was divided into 5 factors: information management, advanced technological methods, project-based learning, display of information, and learning organization. Two factors were related to the students’ use of ICT in their teaching: integrating ICT in classroom activity, and usage for distance learning. Recommendations for Practitioners: Recommendations for practitioners include empowering the efficiency of ICT implementation, thereby transforming teaching and learning; training pre-service teachers to utilize advanced ICT tools that encourage collaboration, problem-based learning; utilization of the tool developed and used in this study for decision-making and assessing ICT implementation in teacher training; and highlighting the role of the teacher educator as a major factor in translating educators’ beliefs and modelling for students. Recommendation for Researchers: Recommendations for researchers include identifying the possibilities of utilizing the proposed tool in their research and development plans within their teacher training institutes, as a means of assessing the nature of ICT implementation in their teacher education programs. Impact on Society: ICT implementation in education has an impact on the future generation of students, as citizens of the knowledge society and lifelong learners. Teacher educators are at the heart of this process; hence, developing and implementing a tool to measure as well as encourage a paradigm shift in teaching and learning is of utmost importance. Future Research: Future research should include examining the utilization of the developed tool in diverse contexts, as well as using it as an indicator for comparing ICT implementation processes and models between institutes, and for examining the implementation process from a longitudinal point of view, from pre-service education throughout the TPD (Teacher Professional Development) as an in-service teacher.

scholarly journals Teaching Materials and the Knowledge Base of EFL Teacher Education

2018 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Juvenale Patinvoh Agbayahoun
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Knowledge Base ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Observation Data ◽  
Efl Teacher ◽  
Republic Of Benin ◽  
The Republic ◽  
Efl Teacher Education

<p><em>This paper investigates the structure and practices of EFL teacher education at a teacher education college in the Republic of Benin, a French speaking West African country. It examines a group of EFL teacher educators’ meaning of teacher preparation, the knowledge base of EFL teacher education at that college, the types of input content and materials that are involved in teacher knowledge acquisition. Qualitative data collection operations including interviews, classroom observations, and existing documents from the research site are involved in the study. The findings from the observation data reveal a limited implementation of the curriculum goals by the participant EFL teacher educators. They also indicate tensions between their classroom practices and both the curriculum orientations and course objectives. The information from the interview data highlights the discrepancies between the meaning that they make of EFL teacher preparation and their pedagogical practices.</em><em></em></p>

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