What are the ‘Needs of Industry’?

1991 ◽  
Vol 5 (2) ◽  
pp. 124-126
Author(s):  
Mary Tasker
Keyword(s):  
Higher Education ◽  
Teacher Educator

This article highlights a theme which looks set to become a major issue in the field of industry and higher education in the 1990s: how much are industry's needs confined to the commercial imperatives of the marketplace and how large an obligation do industry and educators have towards the wider ethical and environmental priorities of society at large? The article is written by a materials scientist and a teacher educator and draws conclusions from both fields.

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 PROBLEMATIKA PENDIDIKAN AGAMA ISLAM DI SEKOLAH DAN PERGURUAN TINGGI UMUM

2018 ◽  
Vol 2 (2) ◽  
pp. 92
Author(s):  
Akhmad Said
Keyword(s):  
Higher Education ◽  
Moral Education ◽  
Religious Education ◽  
Teacher Educator ◽  
White Collar ◽  
Illegal Logging ◽  
Low Achievement ◽  
Islamic Religion ◽  
The Impact

The current moral decline of this nation, more or less was the impact of low achievement in moral education. To point out, there have been endless white collar criminals and corruptions, illegal logging, violence and anarchy, inter students gang fight, and the castration of humanity. The failure of such moral education often be addresed as the failure of Religion Education particularly Islam, since Elementary until Higher Education/University.The failure of education in Islamic Religion supposed to be related to a set of problems. Among these problems are curricula, teacher/educator, method and the dychotomic view between religious education and scientific one that it should be taught integrally. This writing will try to analize the mentioned problems and it possible solution.

scholarly journals Talatalanoa as ongoing complex conversations and negotiation of practice in higher education

2021 ◽  
Vol 26 ◽  
pp. 83-89
Author(s):  
David Fa'avae ◽  
Sonia Fonua
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Teacher Educator ◽  
Difficult Time ◽  
European Heritage ◽  
A Site ◽  
Diverse Cultures ◽  
Ways Of Being

Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.

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.

Promoting EMI Teacher Development in EFL Higher Education Contexts: A Teacher Educator’s Reflections

RELC Journal ◽  
2019 ◽  
Vol 51 (2) ◽  
pp. 309-317 ◽  
Author(s):  
Rui Yuan
Keyword(s):  
Higher Education ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Limited Attention ◽  
Social Barriers ◽  
Development Framework ◽  
Classroom Language ◽  
Pedagogical Competence ◽  
Global Language

While there is a growing research interest in English as a medium of instruction (EMI) teaching and learning in university contexts, relatively limited attention has been paid to EMI teacher development. Drawing on my past and ongoing teaching and research practice as an EMI teacher educator, this Viewpoint article considers the emotional, pedagogical and social barriers faced by university EMI teachers in China. Based on a critical analysis and discussion of the barriers, this Viewpoint proposes an EMI teacher development framework, and argues for helping EMI teachers foster a sense of ownership of English as a global language, developing effective classroom language, and cultivating discipline-specific pedagogical competence in a community of practice. This framework is a point of reference for designing and implementing effective EMI teacher education programmes in English as a foreign language (EFL) higher education settings.

scholarly journals Shifting The Focus From Teaching To Learning: Rethinking The Role Of The Teacher Educator

2011 ◽  
Vol 4 (12) ◽  
pp. 43 ◽  
Author(s):  
Amy Hsu ◽  
Fran Malkin
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Student Centered ◽  
Student Centered Learning ◽  
College Professor ◽  
Directed Instruction ◽  
Changing Role

This article will discuss the traditional college format and its recent transformation. It will address the changing role of both the college professor and the 21st century college learner. As society evolves, curriculum develops and new standards are introduced, there is a call for a shift from teacher-directed instruction to student-centered learning. This article specifically highlights strategies for empowering students to take charge of their own learning within the higher education classroom. These techniques include examples for teacher educators to employ as they serve as models to the pre-service teachers they instruct.

Understanding Physical Education Doctoral Students’ Perspectives of Socialization

2017 ◽  
Vol 36 (4) ◽  
pp. 510-520 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Gabriella M. McLoughlin ◽  
Victoria Nicole Ivy ◽  
Karen Lux Gaudreault
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Doctoral Students ◽  
Teacher Educator ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Individual Interviews ◽  
Education Data ◽  
Student Socialization

Purpose:Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students’ perceptions of their socialization as preparation for faculty roles.Method:Participants included 32 physical education doctoral students (16 female, 16 male) from US institutions of higher education. Data were collected in three phases using focus group interviews, an open-ended survey, and individual interviews.Results:Three first-order themes described: (a) indirect, but common pathways to pursuing a doctoral degree, (b) relationships are essential to the doctoral program experience, and (c) becoming a faculty member is a complex and ongoing process.Discussion/Conclusions:Relationships, particularly with faculty members, are integral to doctoral education. Training for the role of doctoral advisor could be beneficial, as could connecting cohort members and promoting opportunities to learn the role of teacher educator and publish research.

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