scholarly journals Factors Influencing Teacher Educators’ Research Engagement in the Reform Process of Teacher Education Institutions in Myanmar

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110613
Author(s):  
May Thu Kyaw
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Case Study Research ◽  
Reform Process ◽  
Related Factors ◽  
Design Data ◽  
Research Engagement ◽  
Research Activities ◽  
Teacher Education Institutions

This study addresses how similar teacher education institutions differ in terms of teacher educators’ research engagement and what causes these differences. Underlying factors were explored by comparing teacher educators’ research engagement at two Education Colleges in Myanmar that differed in terms of the educators’ research activities. Applying the qualitative case study research design, data were drawn from a document analysis and semi-structured interviews with the college principals and teacher educators. Institutional expectation and encouragement for teacher educators’ research engagement, their views on research, ways of their research engagement, and the motives and challenges in each case were scrutinized using a summative approach to qualitative content analysis. The findings demonstrate that personal, institutional, policy-related, and system-related factors influence teacher educators’ research engagement. This suggests that, apart from the consideration of intrinsic and extrinsic motivation, teacher educators’ autonomy in their research engagement should be secured and their policy awareness and buy-in assured.

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

2019 ◽  
Vol 18 (1) ◽  
pp. 70-84
Author(s):  
Brandon L. Sams ◽  
Mike P. Cook
Keyword(s):  
Teacher Education ◽  
Young Adult ◽  
Young Adult Literature ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Case Study Research ◽  
Content Type ◽  
Writing Teacher ◽  
Writing Practices ◽  
Literacy And Writing

Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

Malawi mathematics teacher educators’ understanding of Lesson Study

2019 ◽  
Vol 8 (1) ◽  
pp. 48-59
Author(s):  
Janne Fauskanger ◽  
Arne Jakobsen ◽  
Mercy Kazima
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Mathematics Teacher ◽  
Lesson Study ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Lesson Plans ◽  
Small Scale ◽  
Content Type ◽  
Mathematics Teacher Educators

Purpose The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher educators’ (TEs’) understanding of planning for LS. Design/methodology/approach This study is a part of a wider ongoing project designed to improve the quality and capacity of mathematics teacher education in Malawi. One of its components is professional development of all mathematics TEs in Malawi using an LS model. The units being analyzed comprise of the TEs’ written lesson plans and qualitative content analysis is the chosen analytical approach. Findings Based on the analyzed research lesson plans, the TEs have difficulty in focusing on their own learning parallel to the student teachers’ (STs’) learning, and struggle with predicting STs’ responses to tasks. In addition, there is a pervasive lack of emphasis on planned and focused observation of STs’ learning, as evidenced by a review of the research lesson plans. Research limitations/implications This is a small-scale study due to LS being introduced to Malawi teacher education for the first time and the need to test before possible upscaling. Practical implications The paper includes a description of mathematics TEs’ understanding of LS in an African context, which can be a valuable information for TEs who are attempting to use LS. Originality/value This paper fulfills an identified need to learn more about TEs’ understanding of LS worldwide.

scholarly journals Developing Knowledge and Leadership in Pre-Service Teacher Education Systems

2015 ◽  
Vol 31 (2) ◽  
pp. 194-207 ◽  
Author(s):  
Jo-Anne Ferreira ◽  
Lisa Ryan ◽  
Julie Davis
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education For Sustainability ◽  
Change Strategies ◽  
Education Systems ◽  
Pre Service Teacher Education ◽  
Teacher Education Institutions ◽  
Pre Service Teacher ◽  
Academic Area ◽  
Change Efforts

AbstractPre-service teacher education institutions are large and complex organisations that are notoriously difficult to change. One factor is that many change efforts focus largely on individual pre-service teacher educators altering their practice. We report here on our experience using a model for effecting change, which views pre-service teacher education institutions and educators as a part of a much broader system. We identified numerous possibilities for, and constraints on, embedding change, but focus only on two in this article: participants’ knowledge of change strategies and their leadership capacities. As a result of our study findings and researcher reflections, we argue that being a leader in an academic area within pre-service teacher education does not equate to leadership knowledge or skills to initiate and enact systems-wide change. Furthermore, such leadership capacities must be explicitly developed if education for sustainability is to become embedded in pre-service teacher education.

scholarly journals Building Collaborative Teacher Education: Integrating UDL through a Faculty Learning Community

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Stacie B. Whinnery ◽  
Keri Fogle ◽  
Jennifer Stark ◽  
Keith Whinnery
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Learning Community ◽  
Curriculum Reform ◽  
Teacher Educators ◽  
Reform Process ◽  
Education Faculty ◽  
Faculty Learning Community ◽  
Faculty Learning ◽  
K 12

Teacher educators have focused reform efforts on preparing graduates to address increasingly diverse K-12 students. Collaboration among general and special education faculty is seen as beneficial for preparing teacher candidates who can teach diverse learners, yet it is not the norm. This practitioner research study explored a curriculum reform effort that employed a faculty learning community (FLC) to engage general and special education faculty to collaboratively integrate Universal Design for Learning (UDL) into two teacher education programs. Faculty perceptions of the collaborative reform process and resulting curriculum enhancements are presented. Findings indicated the process was valued by our faculty, promoted a stronger culture of cross-disciplinary collaboration, and resulted in systematic curriculum improvements coordinated across content and field courses. This study offers guidance to teacher education faculty interested in collaborative curriculum reform.

scholarly journals Information and Communication Technologies and Teacher Educators of English in Nepal

2018 ◽  
Vol 20 (1-2) ◽  
pp. 27-33
Author(s):  
Prem Prasad Poudel
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Teacher Educators ◽  
Classroom Instruction ◽  
Resource Constraints ◽  
Communication Technologies ◽  
Present Situation ◽  
Information And Communication ◽  
Knowledge Practice ◽  
Teacher Education Institutions

Nepal’s teacher education is witnessing a number of hurdles and the case has been deteriorating further. It is imperative to improve the existing situation with no delay. Regarding Information and Communication Technologies (ICTs), I have tried to figure out the present situation of knowledge, practice and expectations of the teacher educators of English working in both public/community and private teacher education institutions of Nepal. A survey was conducted using a questionnaire. A total of twenty-five informants fully responded to the questionnaire. It was found that they were aware of the need for including ICTs in classroom instruction but due to the resource constraints, lack of trainings and lack of readiness in the administrative systems, they have not been able to make use of ICTs in classroom instruction. Journal of NELTA, Vol 20 No. 1-2, December 2015, Page: 27-33 

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 Responding to Global Challenges through Education: Entrepreneurial, Sustainable, and Pro-Environmental Education in Nordic Teacher Education Curricula

2021 ◽  
Vol 13 (22) ◽  
pp. 12808
Author(s):  
Jaana Seikkula-Leino ◽  
Svanborg R. Jónsdóttir ◽  
Marcia Håkansson-Lindqvist ◽  
Mats Westerberg ◽  
Sofia Eriksson-Bergström
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Global Climate ◽  
Entrepreneurship Education ◽  
Primary Teacher ◽  
Educational Goals ◽  
The Future

The United Nations’ Sustainable Development Goals (SDGs), and the European Union’s strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies.

Planned Change in Special Education Technology

1986 ◽  
Vol 8 (2) ◽  
pp. 18-27 ◽  
Author(s):  
Hazel B. Cobb ◽  
Charles J. Horn
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
New Technologies ◽  
New Technology ◽  
The United States ◽  
Current Status ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Institutions

Handicapped learners stand to benefit a great deal from educational technology. The technology for teacher training is gradually emerging. It is this technology that is a prerequisite to the systematic use of instructional technology by the classroom teacher. Since teacher educators are instrumental in the adoption of technology in public education there is a necessity to know the current status of adoption and use of technology in special teacher education programs. A comprehensive study was conducted at the University of Alabama in which the researchers examined the extent of planning for technological change being conducted by teacher education institutions in special education. Data for the study were collected by the use of a mailed survey form. The survey included all 697 special education/teacher education programs in the United States. A total was 298 (43%) surveys completed by program chairpersons at each institution was returned. Results of the study indicate that teacher education institutions are not using a variety of the newest technologies needed to acquaint current and future special educators with the tools of the information age. There is no relationship between systematic planning for adoption of a new technology and the subsequent success of the adopted technology. Teacher education institutions in special education are not anticipating adopting a wide variety of new technology. It appears teacher educators are creating a technology gap at the very time they should be leading the effort to explore the potential of new technologies for improving effectiveness and efficiency of instruction for exceptional individuals.

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