scholarly journals ‘First and foremost, we are teachers, not refugees’: Requalification measures for internationally trained teachers affected by forced migration

2021 ◽  
pp. 147490412198947
Author(s):  
Michelle Proyer ◽  
Camilla Pellech ◽  
Tina Obermayr ◽  
Gertraud Kremsner ◽  
Alexander Schmölz
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Forced Migration ◽  
Educational Background ◽  
Participatory Approach ◽  
Pedagogical Training ◽  
Trained Teachers ◽  
Regular Teacher ◽  
Educational Careers ◽  
Insight Into

This article looks deeper into the educational careers and barriers faced by internationally trained teachers with refugee backgrounds. Highly skilled teachers experience among others formal barriers due to the two-subject regime in Austria. This study analyses the barriers and measures that disable or enable the re-qualification of internationally trained teachers who wish to continue their profession in Austria. Guided by a participatory approach laid out by Von Unger in 2014, this study taps into the needs of teaching professionals with refugee backgrounds and led to the development and implementation of a course. The course was compiled to provide educational knowledge as well as pedagogical training. Even though the completed subject of internationally trained teachers was recognised (apart from courses concerning didactics), the fulfilment of regular teacher training in Austria is seen as a conditio sine qua non. Hence, teachers with a different formal-educational background, irrespective of professional expertise, are seen as lacking education and/or skills. Considering that there is no worldwide consensus regarding the content and structure of teacher education, the implication of a lack of skills as well as the need for bridging programmes will be critically discussed from the participants’ perspectives. This article offers insight into the transcultural implications of professionalism.

scholarly journals The othering of teacher training in Lebowa bantustan: A historical perspective

2020 ◽  
Author(s):  
Johannes Seroto
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Historical Perspective ◽  
Department Of Education ◽  
Racial Groups ◽  
Theoretical Concepts ◽  
Textual Data ◽  
History Of ◽  
To Receive ◽  
Insight Into

In this paper, I focus on the history of teacher training for Africans in the former Lebowa bantustan. My discussion of this is informed by the theoretical concepts of othering and structural racialisation, which capture various prejudices such as segregation, marginalisation, hierarchisation, subjugation, and racism. I examined textual data for the period 1970-1994 which included unpublished material, Lebowa Department of Education reports, memoranda, administrative documents, and newspaper articles and journals housed in Limpopo Provincial Archives, Polokwane, to elicit meaning and gain insight into the othering of teacher training in Lebowa. I established that African teachers were othered from economic, educational, political, and technological power through the bantustan policy and that this othering was interconnected. For African teachers to be inferior, subjugated, and marginalised, they needed to be spatially isolated; they had to receive a segregated, racialised, gendered, and inferior curriculum. This meant that resources were inequitably allocated and distributed across racial groups. Further, I argue that to understand the underlying problem of teacher education and other related challenges, we need to interrogate processes, structures, relationships, and the interconnectedness of the various factors and systems that produced a particular outcome.

Changes in the Teacher Training and Qualification in Bulgaria

2019 ◽  
Vol 7 (3) ◽  
pp. 3-23
Author(s):  
Viara Gyurova
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
20Th Century ◽  
Future Development ◽  
Training System ◽  
Development System ◽  
The Past ◽  
Teacher Qualification

Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are discussed.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

Unscrambling method and methodology in action research traditions: theoretical conceptualization of praxis and emancipation

2016 ◽  
Vol 17 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Luciana Cordeiro ◽  
Cassia Baldini Soares ◽  
Leslie Rittenmeyer
Keyword(s):  
Action Research ◽  
Participatory Approach ◽  
Knowledge Generation ◽  
Research Traditions ◽  
Self Reflection ◽  
Insight Into ◽  
Theoretical Conceptualization

Action research is a participatory approach that is used in an array of contexts. From its first proposition it comprises four core principles: participation and collaboration; a constant spiral cycle of self-reflection; knowledge generation; and practice transformation. Praxis and emancipation are two important analytical categories in AR, but are conceptualized differently in the two existing AR traditions. These conceptualizations reveal different AR aims, which lead to either the use of AR as a method (Northern tradition) or as a methodology (Southern tradition). Much depends on the researchers’ interest and worldview. Our objective in this paper is to compare how emancipation and praxis are theorized in both traditions. This discussion intends to add insight into the methodological understanding and utilization of AR.

scholarly journals ANALISANDO AS CONCEPÇÕES TRABALHO E FORMAÇÃO DOCENTE NOS GOVERNOS LULA E DILMA ATRAVÉS DO PIBID

2019 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Everaldo José da Silva Lima ◽  
Jamerson Antônio de Almeida da Silva
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Training Evaluation ◽  
Educational Policies ◽  
Learning To Learn ◽  
Conceptions Of Teaching ◽  
Historical Materialist ◽  
Teacher Work ◽  
Methodological Strategy

O presente artigo tem por objetivo analisar as concepções de trabalho docente e formação de professores nos documentos oficiais do Programa Institucional de Bolsas de Iniciação à Docência – PIBID, entre o segundo governo Lula (2007-2010) e os governos Dilma (2011-2016). Utilizamos como estratégia teórico-metodológica o enfoque da dialética materialista histórica e a abordagem qualitativa hermenêutica-dialética. Através da análise de conteúdo concluímos que as concepções de trabalho docente e formação de professores expressas nos relatórios do PIBID são orientadas pelas teorias “do profissionalismo”, “produtivista” e “da responsabilização” e pelas pedagogias “do professor reflexivo”, “das competências” e “do aprender a aprender”. AbstractThe objective of this article is to analyze the conceptions of teacher work and teacher training in the official documents of the Institutional Program of Initiatives for Teaching - PIBID, between the second Lula government (2007-2010) and the Dilma governments (2011-2016) . We use as theoretical methodological strategy the approach of the historical materialist dialectic and the qualitative hermeneutic-dialectic approach. Through content analysis, we conclude that the conceptions of teacher work and teacher education expressed in the PIBID reports are guided by the theories of “professionalism”, “productivist”, “accountability” and pedagogies “reflective teacher” and “learning to learn”. KeywordsIntroduction to Teaching - PIBID; Conceptions of Teaching Work and Teacher Training; Evaluation of Educational Policies.

LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL DEL MAESTRO DE PRIMARIA DURANTE SU FORMACIÓN INICIAL. EL CASO DE LA UNIVERSIDAD DE BARCELONA

2017 ◽  
Vol 21 (1) ◽  
pp. 103-122
Author(s):  
Beatriz Jarauta Borrasca ◽  
María José Pérez Cabrera
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Education Degree ◽  
Educación Primaria

Resumen:¿Cómo se aprende a ser docente? ¿Cómo influye la formación inicial en la construcción de la profesionalidad e identidad como maestro? Ante estas preguntas, la investigación “Desarrollo del conocimiento profesional a través del plan de estudios del grado de maestro en educación primaria. Perspectivas del alumnado y profesorado” (EDU2012-39866-C02-02), pretende comprender los procesos que los estudiantes del Grado de Magisterio en Educación Primaria, de la Universidad de Barcelona, llevan a cabo para la construcción de su identidad profesional. Para ello, desde una metodología de carácter cualitativo basado en el estudio de casos, se aplicaron diversos instrumentos de recogida de información (tales como relatos, grupos de discusión y entrevistas) que permitieron un acercamiento desde la visión del estudiantado, del profesorado de universidad y del profesorado de centro escolar. A la luz de los resultados obtenidos, puede determinarse la influencia de sus experiencias previas, atravesadas por una elevada motivación que, a medida que avanzan en la formación, va adquiriendo tintes de realidad al asumir cada vez más una mirada desde el punto de vista de futuro maestro, y no tan anclada en la perspectiva del alumno. El hito de mayor relevancia en la construcción de su identidad se produce durante el practicum, pues es el escenario en el que se ponen en cuestión sus ideas, expectativas, preconcepciones… Acompañar la transición entre la idealización inicial de escuela y maestro hacia la recomposición de la profesionalidad y la construcción de su propia identidad, son funciones clave de la formación inicial. Abstract:How does one become a teacher? What makes a teacher? How does initial teacher training influence the development of professionalism and identity as a teacher? Faced with these questions, the aim of the research paper titled "The development of professional knowledge through the Primary Teacher Education Degree programme. Students’ and teachers’ perspectives" (EDU2012-39866-C02-02) is to understand the processes students undergo in the construction of their professional identity while pursuing a Primary Teacher Education Degree at the University of Barcelona. Following a qualitative type methodology based on case study, we used various data collection tools (such as stories, discussion groups and interviews) that allowed us to gain greater insight into the viewpoint of students, university teaching staff and cooperating teachers. In light of the results obtained, it is possible to determine the influence of previous experiences embedded in the high motivational levels of these students. Then, as they advance through their training, they begin to acquire hints of the reality of teaching and gradually assume a teacher’s frame of mind, less anchored in the student's perspective. The most important milestone in the construction of a teacher identity occurs during teaching practice; the setting in which a teacher’s ideas, expectations, preconceptions, etc. are put to the test. Accompanying the transition from the initial idealisation of the school and the teacher towards greater professionalism and the construction a teacher’s own identity are key functions of the initial teacher training.

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