scholarly journals Historical Experience and Contemporary Reflection of the Supply Side Reform of Rural Teacher Training in China

2021 ◽  
Vol 10 (S1) ◽  
pp. 6
Author(s):  
Feng Li
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Historical Analysis ◽  
Supply System ◽  
Supply Management ◽  
Supply Side ◽  
Rural Teachers ◽  
Education Movement ◽  
Rural Teacher ◽  
Historical Reflection

The supply-side reform of rural teachers’ teaching is not only a realistic problem but also a historical problem. Based on the historical analysis framework of teachers’ training, the thesis conducted the historical reflection and interpretative analysis of the top-down practice of the supply-side reform during the Rural Teacher Education Movement in China. According to the supply-side reform on rural teacher training, there exist problems such as city-oriented supply structure, disconnected supply system, and upper-dominant supply management. Therefore, it is suggested to getting rid of the homogeneous supply structure, breaking the enclosed supply system, and improving the educational governance paths such as the centralized supply management. Furthermore, the supply-side reform practice of the Rural Teacher Education Movement can provide historical reflection and enlightenment for supply-side reform of rural teacher training, teacher education revitalization and intensive development, and governance modernization in the Post-poverty Alleviation Era.

scholarly journals Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia

2016 ◽  
Vol 3 (2) ◽  
pp. 218-226
Author(s):  
Aziz Awaludin
Keyword(s):  
Teacher Education ◽  
Elementary School Teachers ◽  
Rural Areas ◽  
Rural Setting ◽  
Continuous Training ◽  
Rural Teachers ◽  
Research Areas ◽  
The World ◽  
Information And Communication ◽  
Rural Teacher

Abstract This study aims to explore the impacts of the convergence of ICT (information and communication technology) for training in-service elementary school teachers in Indonesia. As a country in which almost a half of its population live in rural areas, Indonesia has a very serious issue with the quality divide which is quite extensive between urban and rural teachers. Thus, the use of ICT can be an alternative to reduce the gap, facilitate social justice and, therefore, connect the rural teachers to the world. Particularly, this study is focused on benefits and constraints of the issue when applied in that rural setting. The investigation is based on a literature review that certain academic refereed journal articles are analysed. Then, the analysis shows that infusing ICT can impact positively in the way that its advantages involve the expansion of opportunities for rural teachers to receive continuous training, collaborative actions among teachers from different schools, skills and resource development to upgrade their competencies. However, the implementation invites several limitations linked to financial, technical, geographical, and personnel-related issues. Also, the study points out several implications regarding policy and research areas. Then, some recommendations are offered to tackle the possible challenges that may occur. Abstrak Penelitian ini bertujuan untuk menggali dampak konvergensi TIK (teknologi informasi dan komunikasi) untuk pelatihan calon guru sekolah dasar di Indonesia. Sebagai negara di mana hampir separuh penduduknya tinggal di daerah pedesaan, Indonesia memiliki masalah yang sangat serius dengan perbedaan kualitas yang cukup luas antara guru perkotaan dan pedesaan. Dengan demikian, penggunaan TIK dapat menjadi alternatif untuk mengurangi kesenjangan, memfasilitasi keadilan sosial dan, oleh karena itu, menghubungkan para guru pedesaan ke seluruh dunia. Secara khusus, penelitian ini difokuskan pada manfaat dan kendala masalah saat diterapkan di lingkungan pedesaan tersebut. Penyelidikan didasarkan pada tinjauan literatur di mana beberapa artikel jurnal akademik dianalisis. Kemudian, analisis menunjukkan bahwa menanamkan TIK dapat berdampak positif dengan cara bahwa kelebihannya melibatkan perluasan kesempatan bagi guru pedesaan untuk menerima pelatihan berkelanjutan, tindakan kolaboratif di antara guru dari berbagai sekolah, keterampilan dan pengembangan sumber daya untuk meningkatkan kompetensi mereka. Namun, implementasinya mengundang beberapa keterbatasan terkait masalah keuangan, teknis, geografis, dan personil. Selain itu, penelitian tersebut menunjukkan beberapa implikasi mengenai area kebijakan dan penelitian. Kemudian, beberapa rekomendasi ditawarkan untuk mengatasi kemungkinan tantangan yang mungkin terjadi. How to Cite : Awaludin, A. (2016). Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 3(2), 218-226. doi:10.15408/tjems.v3i2.4984. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4984

scholarly journals Teacher education in Pará’s Amazonia: a relationship with Rural Education

2021 ◽  
pp. 1-26
Author(s):  
Cleide Carvalho de Matos ◽  
Solange Pereira da Silva
Keyword(s):  
Teacher Education ◽  
Rural Education ◽  
Teacher Training ◽  
The State ◽  
Educational Policies ◽  
Historical Process ◽  
Brazilian Government ◽  
Rural Teacher ◽  
The University

The purpose of this article is to problematize the historical process associated with basic teacher training for Rural Education in the Amazonia with the state of Pará. It also aims produce reflections regarding the challenges of such formative processes in the sight of the homogenous model of training provided by the Brazilian government by means of educational policies and the demands from the local and regional realities in Para´s Amazonia. The study was conducted by means of bibliographical and documental review and interviews. Conclusion is that the role played by the university is urgent and necessary towards rural teacher education as well as to reflect on the emergency nature of the policies intended for in-service teacher training.

Preparing Pre-Service Teachers for Rural Schools

2019 ◽  
Author(s):  
Amy Price Azano ◽  
Jayne Downey ◽  
Devon Brenner
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Rural Communities ◽  
Rural Schools ◽  
Teacher Education Program ◽  
The United States ◽  
Teacher Preparation Program ◽  
Rural Teachers ◽  
Wide Range ◽  
Rural Teacher

Preparing pre-service teachers for rural schools has been a challenge in the field of education for more than a century, and issues specific to the rural teacher workforce remain a persistent and salient challenge in the United States and globally. This task is complex and multifaceted, conflated with a wide range of contextual variations in salaries, community amenities, geographic or professional distances, technology access, health disparities, and poverty rates. Additionally, institutions of higher education have wavered in their interest in and commitment to rural teacher education, though there is a growing awareness of the need to attend to the experiences of students in rural communities and the educators who teach them. The literature and research on rural teacher preparation has typically been organized around the three challenges of preparation (post-secondary education), recruitment (youth aspirations to teach, would-be career changers interested in teaching, and division-level efforts to staff schools with effective teachers), and retention (providing pre-service and new teachers with learning experiences and support that increase the likelihood of remaining in the profession in rural schools). Literature on rural teacher preparation and evidence related to “preparation, recruitment, and retention” can be repositioned to offer new insights focused on solutions. Three focus areas—Curriculum, Context, and Conveyance—serve to answer the question: What makes a teacher preparation program rural? Curriculum serves as a core component for preparing rural teachers. A rural curriculum for a teacher education program includes introducing students to content and experiences, including field experiences, that have been designed to support their professional and personal success in rural schools and communities. Context is understanding the strengths and assets of the rural places, communities, and cultures in which pre-service teachers are preparing to live, learn, and teach. Context allows us to consider the unique environments in which rural teachers live and work. Conveyance is the means by which potential teachers have access to teacher preparation programs, that is, how programs are delivered and structured to provide access to potential teachers in rural communities (online, in person, alternative and traditional programs, etc.). A focus on Curriculum, Context, and Conveyance allows school leaders and education researchers to resist deficit ideologies and to consider how rural communities are asset-rich environments, ultimately increasing resources that prepare teachers for, and build from the strengths of, rural communities.

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.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

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