The Preparation of Teachers of English as an Additional Language around the World

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

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An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v1i1.7635 ◽

2018 ◽

Vol 7 (1) ◽

pp. 1

Author(s):

Ma. Lourdes S. Agustin ◽

Darryl Roy Montebon

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Southeast Asian ◽

Teacher Education Programs ◽

Asian Countries ◽

Education Programs ◽

Asean Countries ◽

Teacher Exchange ◽

Education Network ◽

International Teacher

Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.<em><strong></strong></em>

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Effective Constructivist Teaching Learning in the Classroom

Shanlax International Journal of Education ◽

10.34293/education.v7i4.600 ◽

2019 ◽

Vol 7 (4) ◽

pp. 1-13

Author(s):

Rajendra Kumar Shah

Keyword(s):

Teacher Education ◽

Teaching Practices ◽

Teacher Education Programs ◽

Constructivist Teaching ◽

Education Programs ◽

Learning Practices ◽

The World ◽

Potential Problems ◽

Teaching Learning ◽

Effective Use

Constructivism has been a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs, while demonstrating significant success in promoting student learning. In this paper, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. He outlines some of the ways in which constructivism has been misconstrued and analyzes several ways in which constructivist teaching has been misused. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful.

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Using Technology to Prepare 21st Century Educators

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1257 ◽

2020 ◽

Author(s):

Therese M. Cumming

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

21St Century ◽

Digital Literacy ◽

Innovative Technology ◽

Teacher Education Programs ◽

Education Programs ◽

The World ◽

The Future ◽

Information And Communication

The use of real-time technology has caused the world to “shrink,” with society becoming more global and information- and communication-based. The amount of information that people are exposed to continues to increase exponentially, requiring a new definition of literacy that includes digital literacy and other 21st-century skills. However, the implementation of technology in education has not kept up with how it is used in peoples’ lives. The main role of teachers is to prepare students to become literate, globally informed citizens. Generation Z, or the technology generation, are tech savvy and used to instant action and access to information due to their experiences with the Internet. Although students are proficient with and regularly use mobile devices and other information and communication technologies (ICTs), their teachers have difficulty integrating these technologies into their pedagogy beyond basic functional uses. The goals of educational technology are often not readily apparent in classrooms; this is problematic, as technology has the potential to be used for critical thinking, collaboration, and the dissemination of new knowledge. Therefore, teacher education programs have a responsibility to ensure that teachers of the future are globally aware, proficient with current innovative technology tools and information resources, and have the ability to adapt to tools and educational strategies of the future. Supporting preservice teachers in their acquisition of digital literacy can widen their views of the world and strengthen their skills in locating, assessing, organizing, analyzing, and presenting information. Teaching preservice teachers to use the technological pedagogical content knowledge (TPACK) model and embedding new technologies throughout teacher education programs can support preservice teachers’ global understandings and information literacy, as well as develop their expertise in the use of the technology itself. Instruction in digital literacies can help preservice teachers to hone their teaching skills and minimize the isolation and anxieties that are often experienced during their field experiences.

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An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v7i1.7635 ◽

2018 ◽

Vol 7 (1) ◽

pp. 1

Author(s):

Ma. Lourdes S. Agustin ◽

Darryl Roy Montebon

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Southeast Asian ◽

Teacher Education Programs ◽

Asian Countries ◽

Education Programs ◽

Asean Countries ◽

Teacher Exchange ◽

Education Network ◽

International Teacher

Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.

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On Leadership: Let’s rethink the message we send to potential educators

Phi Delta Kappan ◽

10.1177/0031721720970705 ◽

2020 ◽

Vol 102 (3) ◽

pp. 60-61

Author(s):

Joshua P. Starr

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

School Districts ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

The World ◽

One Step ◽

Education Profession

Enrollment in teacher education programs has been in decline, and school districts are receiving fewer applications for open teaching positions. PDK CEO Josh Starr considers how to stem this decline by presenting teaching as just one part of a pathway into changing the world through education. Although many students enter teacher preparation programs because they envision themselves making a career in the classroom, others tend to be activists who are looking for a way to serve their community. Teacher preparation programs might be able to draw more of these activist students into the profession by treating the classroom as one step in a larger education profession.

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TEACHER EDUCATION: A STANDARDS-BASED ANALYSIS

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2021.9343 ◽

2021 ◽

Vol 9 (3) ◽

pp. 425-432

Author(s):

Mahrukh Shakir ◽

Syed Zuhaib Aziz ◽

Aman Ullah ◽

Muhammad Jawad

Keyword(s):

Teacher Education ◽

Critical Appraisal ◽

Empirical Studies ◽

Teacher Education Programs ◽

Education Programs ◽

Ideal Model ◽

Language Teacher Education ◽

Language Teacher ◽

Popular Approach ◽

The World

Purpose of the study: This article aims to critically discuss the standards-based approach to language teacher education which was very popular initially in Britain and later in other parts of the world where it started to be followed as an ideal model for language teacher education. Given its popularity, a need was identified to have a critical appraisal of this popular approach for the benefit of the relevant stakeholders. Methodology: For this purpose, this analytical article throws light on both the strengths and weaknesses of this approach through a review of other relevant empirical studies set in different educational contexts as stored in different databases and draws from a range of studies to evaluate and summarise the issues about the standards-based approach to language teacher education. Main Findings: In light of the review findings, it is found and suggested that the standards-based approach should not have completely relied upon teacher education programs. Teacher education must be conceived of not as the experience and interpretation of a pre-determined prescribed pedagogic practice. However, if adopted in any way, the weaknesses of the standards-based approach can be mitigated if used in combination with other approaches. Applications of this study: This study will provide stakeholders with a better understanding of the purpose and benefits of the implementation of a standards-based approach in a student-centred classroom. The originality of this study: This study seems valuable as there exist quite limited studies, especially the recent ones, on the said topic, therefore, this study might seem to be beneficial for the relevant stakeholders who are interested in the implementation of a standards-based approach in a student-centred classroom.

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