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 I examined textual data for the period 1970-1994 which included unpublished material, Lebowa Department of Education reports, memoranda, administrative documents, and newspaper articles and journals housed in Limpopo Provincial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.

scholarly journals Die wording van ’n Suid-Afrikaanse kerkhistoriese bibliografie: ’n Historiese en bibliografiese oorsig

1990 ◽  
Vol 11 (2) ◽  
pp. 166-173
Author(s):  
J. W. Hofmeyr
Keyword(s):  
South African ◽  
Southern Africa ◽  
Historical Perspective ◽  
History Of ◽  
Select Bibliography ◽  
The Church ◽  
Insight Into

The making of a South African church historical bibliography: An historical and bibliographic survey The compilation of the History of the church in Southern Africa: a select bibliography of published material (compiled and edited by J W Hofmeyr and K E Cross) is discussed especially in historical perspective. The prime purpose of this article is to provide information both for the continuation of the project itself and to give for various purposes the outsider an insight into the compilation of a bibliography of this nature.

Vowels

2020 ◽  
pp. 100-144
Author(s):  
Warren Maguire
Keyword(s):  
Historical Perspective ◽  
Vowel Quality ◽  
Considerable Evidence ◽  
History Of ◽  
Insight Into ◽  
Vowel Quantity

This chapter examines the vowels of MUE from a historical perspective. Following an overview of the vowel system of the dialect compared to those of the input and neighbouring varieties, it concentrates on three topics which give a detailed insight into the history of the dialect: vowel quality; vowel quantity; the lexical distribution of vowel phonemes. It finds that although the lexical distribution of vowel phonemes is mostly of English origin, their quality and, especially, quantity show considerable evidence of input from Scots.

population of potential patients, but be such that they produce different effects when a patient is switched from formulation T to formulation R or vice-versa. In other words there is a significant subject-by-formulation interaction. To show that this is not the case T and R have to be shown to be IBE, i.e., individually bioequivalent. The measure of IBE that has been suggested by the regulators is an aggregate measure involving the means and variances of T and R and the subject-by-formulation inter-action. We will describe this measure in Section 7.4. In simple terms PBE can be considered as a measure that permits patients who have not yet been treated with T or R to be safely prescribed either. IBE, on the other hand, is a measure which permits a patient who is cur-rently being treated with R to be safely switched to T (FDA Guid-ance, 1997, 1999a,b, 2000, 2001). It is worth noting that if T is IBE to R it does not imply that R is IBE to T. The same can be said for PBE. An important practical implication of testing for IBE is that the 2×2 cross-over trial is no longer adequate. As will be seen, the volunteers in the study will have to receive at least one repeat dose of R or T. In other words, three-or four-period designs with sequences such as [RTR,TRT] and [RTRT,TRTR], respectively, must be used. The measures of ABE, PBE and IBE that will be described in Sec-tions 7.2, 7.5 and 7.4 are those suggested by the regulators. Dragalin and Fedorov (1999) and Dragalin et al. (2002) have pointed out some drawbacks of these measures and suggested alternatives which have more attractive properties. We will consider these alternatives in Section 7.7. All the analyzes considered in Sections 7.2 to 7.4 are based on sum-mary measures (AUC and Cmax) obtained from the concentration-time profiles. If testing for bioequivalence is all that is of interest, then these measures are adequate and have been extensively used in practice. How-ever, there is often a need to obtain an understanding of the absorb-tion and elimination processes to which the drug is exposed once it has entered the body, e.g., when bioequivalence is not demonstrated. This can be done by fitting compartmental models to the drug con-centrations obtained from each volunteer. These models not only pro-vide insight into the mechanisms of action of the drugs, but can also be used to calculate the AUC and Cmax values. In Section 7.8 we de-scribe how such models can be fitted using the methods proposed by Lindsey et al. (2000a). The history of bioequivalence testing dates back to the late 1960s and early 1970s. Two excellent review articles written by Patterson (2001a, 2001b) give a more detailed description of the history, as well as a more extensive discussion of the points raised in this section. The regulatory

2003 ◽  
pp. 351-351
Keyword(s):  
Practical Implication ◽  
The Body ◽  
Repeat Dose ◽  
Extensive Discussion ◽  
Time Profiles ◽  
History Of ◽  
The Subject ◽  
Bioequivalence Testing ◽  
To Receive ◽  
Insight Into

scholarly journals Teacher Preparation in Ontario: A History

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
Julian Kitchen ◽  
Diana Petrarca
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
19Th Century ◽  
Present Situation ◽  
Policy Makers ◽  
Elementary And Secondary Education ◽  
The Past ◽  
History Of ◽  
The 19Th Century ◽  
Insight Into

While teacher education has changed dramatically over the years, educators, policy-makers and the general public are largely unaware of the history of teacher preparation in the province. This history, beginning in the 19th century, tells the story of increasing professionalism over the years as Ontario adapted its system to meet a rising demand for elementary and secondary education. It is a story of authority over education, as teacher training under provincial direction became teacher education in universities, and as accreditation shifted to the Ontario College of Teachers. It is a story of reform, and the limits of reform, in the preparation of teachers for a diverse and changing world. By better understanding the history of teacher preparation in the past, we may gain insight into the present situation and imagine a better future for teacher education in Ontario.

scholarly journals From the Past to the Future: Changing Agendas in Teacher Education between the 19th and the 21st Century

2012 ◽  
Vol 13 ◽  
pp. 43-70
Author(s):  
Anne Rohstock ◽  
Daniel Tröhler
Keyword(s):  
Nineteenth Century ◽  
Teacher Education ◽  
Cold War ◽  
Teacher Training ◽  
History Of Education ◽  
Nation Building ◽  
Professional Educators ◽  
History Of ◽  
Post War ◽  
The Cold War

The educational turn of the late eighteenth century, nation building of the nineteenth century, and efforts to promote global unity after the two World Wars did not only have effects on educational organizations, policies, and materials, but also on the manner with which the major actors in the world of education—namely, teachers – were trained. The different ideals and agendas in teacher training reflected the major cultural concerns of each era: in the nineteenth century, this was national uniqueness and supremacy, which, in the post war period, gave way to internationalization and global standardization. These visions were associated with the emergence of particular academic subfields and heavily shaped pedagogical ideals. In the era of nation building, the history of education dominated teacher education. In the context of the Cold War teacher training was aligned with a new internationalist and scientific paradigm. The following chapter discusses these two agendas in teacher education. In the first section we will reconstruct the rise of the history of education as a major subject in nationalist and religiously inspired teacher education in Germany and France. In the second section we will show how this leitmotif in the Cold War era was supplanted by a “cognitive turn” in the training of professional educators.

Examining Issues Concerning Teacher Effectiveness

2021 ◽  
pp. 172-191
Author(s):  
Daniel Otieno Okech
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Teacher Effectiveness ◽  
Social Constructivism ◽  
Historical Perspective ◽  
Theoretical Framework ◽  
Teacher Competencies ◽  
Information And Communication

This chapter addresses various issues related to teacher effectiveness in Kenya. The chapter begins with a brief historical perspective of teacher education and effectiveness in Kenya. The discussion provides a theoretical framework based on social constructivism as a philosophical paradigm for teacher effectiveness. It explores models used in teacher preparation in Kenya and the various teacher competencies required for effective teaching in Kenyan schools. The prevalent characteristics of teacher effectiveness in Kenya are discussed along with the dimensions of teacher training, recruitment, induction, evaluation, and professional development. Unique aspects of teacher effectiveness emphasizing information and communication technology are highlighted. Finally, the implications of the COVID-19 pandemic on teaching are mentioned.

scholarly journals Why is everyone talking about climate change … again?

2020 ◽  
Vol 28 (1) ◽  
pp. 89-96
Author(s):  
Anna Szolucha
Keyword(s):  
Climate Change ◽  
Historical Perspective ◽  
Decisive Role ◽  
Environmental Movement ◽  
Ecological Change ◽  
Short Article ◽  
Climate Action ◽  
History Of ◽  
Contemporary Climate ◽  
Insight Into

In this short article, I reflect on the last 50 years of environmental mobilisations in Europe and ask why democracy is important for contemporary climate action. Although the current wave of climate protests seems to share many characteristics with its 1970s predecessors, there is also a sense that contemporary movements and campaigns present a new quality in the long history of combating global warming. Are there any lessons that can be drawn from the history of environmentalism that can help us understand the current condition of climate action? I hope that by putting the environmental movement in a historical perspective, we can gain an insight into the factors that play a decisive role in effecting socio-ecological change.

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 Quality and Diversity: Reconsidering John Dewey and Some Fundamental Problems of Teacher Training System in Turkey

2017 ◽  
Vol 11 (1) ◽  
pp. 54-71 ◽  
Author(s):  
Raşit Çelik
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Education System ◽  
John Dewey ◽  
Training System ◽  
History Of Teacher Education ◽  
History Of ◽  
Democracy And Education ◽  
The Republic ◽  
Republic Of Turkey

Summary John Dewey has had significant influence on the education system of the Republic of Turkey, especially during the early periods of the Republic. He provided his recommendations, among others, on the training of teachers in Turkey in his Report and Recommendation upon Turkish Education and contributed to the development of teacher education system in Turkey. Although Turkey has a relatively long history of teacher education, the system has suffered from some fundamental issues for decades. In this regard, by focusing on the concepts of quality and diversity, this work examines the relevance of Dewey’s ideas as provided in his report and presented in his seminal book Democracy and Education to some historical problems of the system. It ultimately aims at providing a wider perspective on some contemporary problems of the teacher training system by framing an understanding of a competent teacher while focusing on the concepts of pluralistic democracy, multiculturalism, and multilingualism.

scholarly journals Aspekte der Geschichte westeuropäischer Lehrerbildung

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Olga Graumann
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
History Of Teacher Education ◽  
History Of ◽  
Insight Into

The history of teacher education is very multi-faceted; therefore it is only possible to point to highlights of its progression. This article indicates some developmental aspects of the history of teacher education in Germany and gives some brief sketches of the history of teacher education in Austria, France, and England, with the intent to provide insight into current educational-policy discussions and developments.

Sign in / Sign up

Export Citation Format

Share Document