scholarly journals TEACHER EDUCATORS: FROM “THE HIDDEN PROFESSION” TO REVEALED PROFESSION

2017 ◽  
Author(s):  
Svitlana Sysoieva ◽  
Iryna Sokolova
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Critical Parameters ◽  
Eu Policy ◽  
Current Trends ◽  
Definition Of ◽  
Support Teacher ◽  
The Eu

Knowledge about the EU policy regarding teacher educators is of significant interest to both scholars and stakeholders of higher education. The authors of this paper have identified four key areas where the analysis of current trends and the formulation of relevant questions for discussion seem to be particularly important for those involved in teacher education and training. These are the development of our knowledge basis about the EU initiatives on teacher education in Europe, the EU policy regarding teacher educators, the challenges and new trends characterising the role of teacher educators in the initial education and the professional development. This study also concentrates on teacher educators’ status, their profile of core values and areas of competence that underpin teacher educators’ diverse and multifaceted roles. The paper uses literature review as a basis in identifying critical parameters for the EU policy analysis and its implementation to higher education sector. The European expert study made some very specific proposals for the definition of a teacher educators’ competence profile, making a distinction between first-order and second-order knowledge, skills and attitudes and defining key competence areas. Two key actions to support teacher educators in Member States are characterized: to develop an explicit profile of the competences required by teacher educators; to reinforce collaboration between all the key actors in all phases of teacher education.

scholarly journals Smart Villages in EU Policy: How to Match Innovativeness and Pragmatism?

2018 ◽  
pp. 163-179
Author(s):  
Oskar Wolski
Keyword(s):  
Rural Development ◽  
Development Policy ◽  
Local Governments ◽  
Eu Policy ◽  
Regional Sources ◽  
Eu Policies ◽  
Definition Of ◽  
The Eu

Smart Villages is an approach to rural development which has been under discussion in the EU as one of the subthemes that the ENRD is working on. For this reason, the Thematic Group (TG) on Smart Villages was launched in 2017. Since then it has been contributing to the definition of smart villages, discussing the changes in rural development policy and opportunities for providing support for smart villages, exchanging experience and best practices in smart rural development, and serving as a forum for dialogue between various rural stakeholders. This paper outlines the discussion held during the selected meetings of the TG and briefly indicates the academic background of the approach discussed. Its aim was to present Smart Villages in terms of EU policy. Hence, the paper presents the genesis of the EU debate, highlights some of the dilemmas of the definition of smart villages, indicates the role of the territorial governments and the EU in creating the conditions for implementing the approach, and shows the selected examples of smart rural development. Smart Villages is an alternative way of thinking about the quality of rural life, and it seems to respond to the way the EU policy is evolving. However, it calls for better tailored tools and instruments, which applies both to EU policies and national/regional sources. It also calls for regional and local governments to play their role in the process.

Seeking Support in Teacher Education for Racial Knowledge: The Role of Professional Networks and Social Identities

2021 ◽  
pp. 004208592110584
Author(s):  
Lisette Enumah
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Teacher Educators ◽  
Social Identities ◽  
Teacher Education Programs ◽  
Race And Racism ◽  
Professional Networks ◽  
Racial Identities ◽  
Racial Knowledge

Drawing from the narrated experiences of teacher educators (TEs) at different institutions, this paper analyzes TEs’ perceptions of support related to their work in teaching about race and racism. TEs varied in the extent to which they viewed their institution as supportive, and they identified factors that signaled that their institution supported teacher learning about race and racism. TEs also described how their racial identities and positional privilege related to tenure status informed engagement with peers both for providing and seeking support. Implications for teacher education programs in providing support for TEs who teach about race and racism are discussed.

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

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.

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 Jan Hornat: Transatlantic Democracy Assistance. Promoting Different Models of Democracy.

2019 ◽  
Vol 54 (2) ◽  
pp. 70-73
Author(s):  
Veronika Bílková
Keyword(s):  
Political Theory ◽  
Democratic Governance ◽  
Us Foreign Policy ◽  
Democracy Promotion ◽  
Democracy Assistance ◽  
Constructivist View ◽  
The Us ◽  
Definition Of ◽  
The Eu

The approaches of EU institutions and the US to democracy assistance often vary quite significantly as both actors choose different means and tactics. The nuances in the understandings of democracy on the part of the EU and the US lead to their promotion of models of democratic governance that are often quite divergent and, in some respects, clashing. This book examines the sources of this divergence and by focusing on the role of the actors’ "democratic identity" it aims to explain the observation that both actors use divergent strategies and instruments to foster democratic governance in third countries. Taking a constructivist view, it demonstrates that the history, expectations and experiences with democracy of each actor significantly inform their respective definition of democracy and thus the model of democracy they promote abroad. This book will be of key interest to scholars, students and practitioners in democracy promotion, democratization, political theory, EU and US foreign policy and assistance, and identity research.

scholarly journals Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis

2021 ◽  
Vol 21 (2) ◽  
pp. 521-546
Author(s):  
Alessandra Coutinho Fernandes ◽  
Sandra Regina Buttros Gattolin
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Technology In Education ◽  
Traditional Teaching ◽  
Personal Lives ◽  
Deep Process ◽  
Use Of Technology

ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.

The role of public diplomacy in defending national and coalition interests (for example, the US, NATO and the EU)

2020 ◽  
pp. 61-69
Author(s):  
V. I. Vinokurov
Keyword(s):  
Public Diplomacy ◽  
The Us ◽  
Definition Of ◽  
The Eu

The article gives a definition of public diplomacy, reveals the dualism of its functions, emphasizes the role and place of public diplomacy in upholding national and bloc interests.

Comitology

2018 ◽  
Author(s):  
Paul Craig
Keyword(s):  
Previous Analysis ◽  
Lisbon Treaty ◽  
Historical Overview ◽  
Eu Policy ◽  
Detailed Evaluation ◽  
The Eu

The discussion thus far has focused on centralized and shared administration as ways in which EU policy is delivered. This chapter focuses on Comitology and the making of secondary norms, which normally take the form of rules. This cuts across the previous analysis, in the sense that rulemaking is a feature of both direct and shared administration. The structure of the discussion is as follows. It begins with analysis of the problem presented by rulemaking, and the necessity for any polity, including the EU, to administer an area through secondary norms of a legislative nature. This is followed by an historical overview of rulemaking in the EU and the role of Comitology therein. The focus then shifts to detailed evaluation of the approach to rulemaking in the Lisbon Treaty.

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