scholarly journals A Book Review on Teacher Educator Experiences and Professional Development: Perspectives From the Caribean

2021 ◽  
Vol 12 ◽  
Author(s):  
Yadi Sun
2018 ◽  
Vol 11 (9) ◽  
pp. 90
Author(s):  
Rod Galloway

In the introduction to his book “Inside Teaching”, John Blanchard describes his intention of offering the reader an opportunity to: “take stock, consider practical options, plan, experiment, reflect and still have time and energy to lead your life.” In drawing together his own experiences as a teacher and teacher educator, as well as other knowledgeable experts, Blanchard presents a thoughtful collection of teaching and learning topics that achieve his goal. While no theme in this book is covered in depth, and at times is presented as a personal view without reference to the relevant research base, there is enough content, presented with examples and authoritative comment, to interest and inform readers with different educational experience. Although a relatively short book, this is a highly practical manual of ideas, ready for immediate adoption. Inside Teaching is destined to become a popular and worthy addition to the reading lists of those new to teaching, as well as those facilitating professional development or teaching inquiries.


2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan

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.


10.28945/4444 ◽  
2019 ◽  
Vol 4 ◽  
pp. 279-280
Author(s):  
Crystal R Chambers

Aim/Purpose: Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach Background: This text explores cases and concepts regarding multiculturalism, diversity, and inclusion in student affairs practice as guided by ACPA/ NASPA competencies. Methodology: Review Contribution: Review Findings: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendations for Practitioners: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendation for Researchers: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Impact on Society: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Future Research: See Review


2016 ◽  
Vol 12 (1) ◽  
pp. 105-127 ◽  
Author(s):  
Jessica W. Tunney ◽  
Elizabeth A. van Es

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