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.

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.

scholarly journals Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study

2020 ◽  
pp. 47-54
Author(s):  
Bregje de Vries ◽  
◽  
Anja Swennen ◽  
Jurriën Dengerink ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Development Program ◽  
Building Blocks ◽  
Design Principles ◽  
Development Programs ◽  
Self Study ◽  
Inquiry Dialogue

Teacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.

scholarly journals Advancing Teacher Education through Faculty Development

2009 ◽  
Vol 19 (1) ◽  
Author(s):  
Julian Kitchen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Faculty Development ◽  
Education Reform ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Effective Teacher ◽  
Teacher Education Reform ◽  
The North ◽  
Body Of Knowledge

In light of a growing body of knowledge on effective teacher education practices and programs, more attention needs to be given to faculty development as a means of reforming teacher education. After identifying key themes in the North American teacher education reform literature since the 1980’s, the author identifies some of the challenges to the professionalization of both clinical faculty and professors of education. The paper concludes with the identification of four possible components of a pan-Canadian program of professional development for teacher educators: initial teacher educator preparation; ongoing professional development; practitioner research by teacher educators; and disseminating teacher education research and reforms.

scholarly journals Teacher Educator Professional Development as Reflexive Inquiry

2014 ◽  
Vol 8 (1) ◽  
pp. 233-250 ◽  
Author(s):  
Leyton Schnellert ◽  
Pamela Richardson ◽  
Sabre Cherkowski
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Secondary Teacher ◽  
Secondary Teacher Education ◽  
Interdisciplinary Inquiry ◽  
Narrative Forms ◽  
Reflexive Analysis

Professional development for teacher educators must recognize and account for how aspects of our pedagogies often run counter to institutional, managerial, and bureaucratic demands. We need professional development that nurtures our minds, hearts, and spirits, and that is congruent with our values. In this paper, three teacher educators who co-teach an intensive, interdisciplinary, inquiry-based semester in a secondary teacher education program, explore how collaborative approaches to narrative forms of inquiry and reflexive analysis supported them to enact their learning, as well as helped them to surface the situated, complex, and emergent aspects of their own—as well as their students’—identities.

scholarly journals The main challenges in teacher education for diversity

2014 ◽  
Vol 46 (2) ◽  
pp. 473-485
Author(s):  
Jelena Vranjesevic
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Professional Role ◽  
Education Curriculum ◽  
Process Of Change ◽  
Teacher Education Curriculum ◽  
Teacher Professional ◽  
Made In

This paper explores the main challenges in teacher education for diversity: the dominant regimes of truth in society that reinforce existing stereotypes/prejudices, the gap between pre-service and in-service teacher education and professional development, the fragmentation of teacher education system, the competences of teacher educators and lack of research and research-based practice when it comes to education for diversity. The paper discusses the impacts of these challenges on teacher professional role as well as the support needed to overcome some of them. The changes need to be made in two domains: the teacher education curriculum that should reflect the idea of teachers as autonomous professionals who initiate and create their own practice, and the education system that needs to support and encourage the autonomy and initiative of teachers and in which teachers could be visible as active participants/leaders in the process of change.

THE PROCESSES AND STRATEGIES FOR DEVELOPING INNOVATIONS IN SCHOOLS

2016 ◽  
pp. 95-106
Author(s):  
B.L Raina
Keyword(s):  
Learning Process ◽  
Teacher Educators ◽  
Research Work ◽  
Educational Innovation ◽  
School Education ◽  
Educational Institutions ◽  
Individual Institution ◽  
Education In India ◽  
Teaching Learning

The paper attempts to discuss processes and strategies for innovations in schools. Committed and thoughtful teacher educators, translate their knowledge, expertise, skills and research work for bringing innovations in the teaching learning process in order to keep the system most engaged and updated. The notion of shared explicit philosophy of teaching learning is central, to innovations in the schools. There are mainly four responsible factors perceived in implementation of innovation in any organisation more so, in educational institutions, namely systems support, encouragement to creativity, autonomy and conformity. Fundamentals of innovations provide some insight in to the scope of educational innovation in school education in India. These are mostly based on unique personalised experiences of the learners and the learners retain centrality of focus. Rewards and recognition are the motivating force for fresh innovative ideas and practices. Individual, Institution and Implementation were three vital points for Innovation.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

scholarly journals New Potential Solutions for Mentors in the Development of Physical Education Teachers

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
István Győri ◽  
József Márton Pucsok ◽  
Melinda Biró
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Public Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
The Past ◽  
Key Aspects ◽  
Special Factors

  The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches,  in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.  

scholarly journals ANECDOTES AND CONTOURS OF HIGHER EDUCATION IN INDIA

2015 ◽  
Vol 3 (11) ◽  
pp. 35-42
Author(s):  
Gopal Krishna Thakur
Keyword(s):  
Higher Education ◽  
Education System ◽  
The Sustainable Development ◽  
Higher Education System ◽  
The Core ◽  
Education In India ◽  
World Class ◽  
Historical Trajectory ◽  
World Class Universities

Higher education is considered as an invaluable instrument for the sustainable development of human being and society through a dynamic process of creation, advancement, and dissemination of knowledge. In a fast developing country like India the role of higher education assume utmost importance. Universities have a pivotal role in realizing this goal. Our higher education system has had a glorious past in the form of world-class universities like Nalanda, Vikramsila, and Taxila, which attracted students and intellectuals from all over the world those days. However, in the present time we are lagging far behind in terms of qualitative education and research. This necessitates a serious concern and introspection to look into the nuances and flaws of our system that make our higher education system stand at where it is now. This paper, based on the analysis of various reports and Govt. documents, discusses some of the issues, which are at the core of the main concerns pertaining to higher education in India. Taking a snapshot of the historical trajectory of higher education system in India to the present time, this paper presents an overview of the higher education system in India and points out some most relevant concerns troubling the issue at the core.

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

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