scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

scholarly journals Building Pre-Service Teacher Capabilities through Remote and Flexible Placement - A New Narrative

2021 ◽  
Author(s):  
Ondine Jayne Bradbury ◽  
Tatainia Stewart ◽  
Anabelle Barker ◽  
Jessica Rowe
Keyword(s):  
Teacher Education ◽  
Case Studies ◽  
21St Century ◽  
Classroom Context ◽  
Case Study Approach ◽  
Study Approach ◽  
The University ◽  
Pre Service Teacher ◽  
Education Courses

Within practical placements, Australian pre-service teachers acquire a range of skills and strategies. This is in addition to linking the theory that they acquire at university to that in the classroom context. In 2020, to ensure that the pre-service teachers in education courses continue this practical component of their degree, remote and flexible placements were negotiated between the schools and the university. These changes were embedded in order for pre-service teachers to work with schools, students and mentors and they did so from within their homes. This chapter focuses on the experiences from three pre-service teachers during their time on practicum in remote and flexible contexts. A case study approach was applied to analyse each individual’s experiences. The case studies highlight the commonalities in experiences for each individual pre-service teacher. Upon analysis of these case studies, these commonalities included implications around how these capabilities were being formed and developed throughout the placement. These capabilities included inference, deduction, pivoting and empathy. These common capabilities across the pre-service teacher’s experiences, during their remote and flexible placement, highlight the need for a new narrative around the emerging skills, strategies and capabilities for teacher education in the 21st Century.

Innovating Teacher Pre-Service Education in Bahrain: An International Partnership Model

2020 ◽  
pp. 59-82
Author(s):  
Lucy Bailey ◽  
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Policy Borrowing ◽  
International Partnership ◽  
Partnership Model ◽  
Education And Development

This chapter reports on the process used to develop a revised curriculum for initial teacher education in the Kingdom of Bahrain, using this case-study institution to reflect on the evolving nature and purpose of teacher preparation in the twenty-first century (McMahon, Forde & Dickson, 2015), and the drivers and impediments in the Gulf Cooperation Council (GCC) countries to ensuring that teacher education programs keep abreast of wider social change. The chapter, therefore, contributes to the burgeoning literature analyzing the worldwide evolution of teacher education (Tan, Liu & Low, 2017). The chapter begins by explaining the reasons underpinning a proposed revision of the Bachelors in Education (BEd) programme. It next reports on the process that was adopted to undertake the curriculum revision, arguing that the concepts of ―policy borrowing‖ and ―policy learning‖ are both problematic, and suggesting that these should be replaced by the idea of ―institutional partners‖. The chapter subsequently examines how potential tensions between local and global practices were leveraged in the revision through this partnership model. This case study in the development of a pre-service teacher education curriculum is of interest to international scholars as it explores the place of teacher education in both driving and reflecting social change, and it raises questions about how competing conceptualizations of teacher education reflect contrasting visions for society (Säfström & Saeverot, 2017). Interweaving sociological and philosophical perspectives on teacher education and development, this chapter will be of interest to curriculum developers, teacher educators, and teacher practitioners alike.

scholarly journals Research for policy and practice in teacher education: The case of the Professional Practice Schools research project

2021 ◽  
Author(s):  
Maureen Robinson
Keyword(s):  
Teacher Education ◽  
Professional Practice ◽  
Teacher Educators ◽  
Research Policy ◽  
Policy And Practice ◽  
Research Project ◽  
Policy Makers ◽  
Policy Practice ◽  
Study Approach

This article starts from an acknowledgement of the complexity of connecting research, policy, and practice in teacher education. Using the framework of a practice architecture, I use a case study approach to explore how researchers, policy-makers, and teacher educators experienced a research project aimed at exploring the conditions for the establishment of Professional Practice Schools in South Africa. My discussion highlights the importance of seeing policy work as action-oriented inquiry, where the experiences of those directly involved in a policy are taken into central consideration. I outline enabling and constraining factors in supporting positive interconnections in this case study. I end the article by offering a hopeful view of conditions of possibility for further engagement between different sectors in the research-policy-practice nexus.

scholarly journals Sustainability and Stakeholder Awareness: A Case Study of a Scottish University

2021 ◽  
Vol 13 (8) ◽  
pp. 4186
Author(s):  
Abdulhakeem Raji ◽  
Abeer Hassan
Keyword(s):  
Signaling Theory ◽  
Relevant Information ◽  
Voluntary Exercise ◽  
Communication Tool ◽  
Individual Interviews ◽  
Study Approach ◽  
Research Findings ◽  
Definition Of ◽  
The University

This paper adopted a case study approach to investigate the sustainability practices of a Scottish university in order to understand if sustainability forms part of its central policy agenda. As such, the paper focuses on the levels of awareness and disclosure of their sustainable practices, measuring the impacts and effectiveness of those initiatives. This paper introduces signaling theory to explore the idea that appropriate communication via integrated thinking can close the gap between the organization and its stakeholders. We believe that the provision of this relevant information will lead to better communication between the organization and its stakeholders, supporting a signaling theory interpretation. Therefore, we are suggesting that integrated thinking is an internal process that organizations can follow to increase the level of disclosure as a communication tool with stakeholders. From the literature reviewed, four themes were identified (definition of university sustainability, sustainability awareness, disclosure framework within universities, and level of accountability). The research adopted a pragmatic view and conducted individual interviews with participants belonging to three stakeholder groups (members of the university’s senior management, the governing council, and the student union executive). Although this study focused on just one Scottish university, it should still provide some insight for the better understanding of the underpinning issues surrounding the sustainability accountability practices of Scottish universities in general. The research findings indicated that the university prioritized only two sustainability dimensions—economic and environmental—and that the university still perceived sustainability as a voluntary exercise. Additionally, it is evident that the university had no framework in place for measuring its sustainability delivery—and therefore had no established medium of communicating these activities to its stakeholders. Moreover, research findings showed that the social and educational context of sustainability was lacking at the university. The university has done little or nothing to educate its stakeholders on sustainability.

scholarly journals The Underlying Motives of University Student Volunteers Participating in Community Service Activities in Custodial Settings in South Africa: A Philosophical Perspective

Phronimon ◽  
2017 ◽  
Vol 18 ◽  
pp. 44-58
Author(s):  
Johannes H Prinsloo
Keyword(s):  
South Africa ◽  
Spiritual Growth ◽  
Human Life ◽  
Philosophical Perspective ◽  
Study Approach ◽  
Personal Experiences ◽  
Student Volunteers ◽  
The University ◽  
Security Science

Socrates pronounced that “An unexamined life is not worth living” and maintained the belief that the purpose of human life was personal and spiritual growth. This article explores, against this background, the motives and experiences of 12 student volunteers who assisted with the assessment of sentenced offenders in custodial settings in South Africa, as part of the “third mission” of the Department of Criminology and Security Science at the University of South Africa (Unisa). A case study approach was followed to explore the underlying social context and thereby gain an understanding of the students’ experience in terms of their exposure to the correctional milieu. The article relates the student volunteers’ experiences regarding their expectations and motives at the outset, their personal experiences and the benefits that involvement in this project holds for them.

scholarly journals Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

2021 ◽  
Vol 13 (21) ◽  
pp. 11887
Author(s):  
Eveliina Asikainen ◽  
Annukka Tapani
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Entrepreneurial Education ◽  
Teacher Students ◽  
Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

Hervey Bay in Transition

2004 ◽  
pp. 223-237
Author(s):  
Wayne Pease ◽  
Lauretta Wright ◽  
Malcolm Cooper
Keyword(s):  
Lessons Learned ◽  
City Council ◽  
Community Based ◽  
Community Capacity Building ◽  
Training Project ◽  
Study Approach ◽  
Knowledge Based ◽  
Information Communications Technology ◽  
The University

In regional Australia there is a growing interest and investment in community capacity building and this is beginning to be formalised in a desire to integrate information communications technology opportunities with other forms of community development. This paper explores the opportunity for greater social integration based on the formation of community-based information communication technology (ICT) driven organizations, using a case study approach.  It is suggested that whether disseminating information, collaborating with other communities, assisting the development of new industries, or simply by sharing the lessons learned along the way, community-based IT can assist and support a community’s economic and social development.  Further, the paper supports the view that, where understanding and developing new forms of information technology through community informatics is accepted as an integral part of such development, communities will not just ‘improve the old’ but will more radically restructure themselves towards a knowledge-based future. The case study that underpins these observations is that of the development of Bay Connect, a community-based Internet development and training project, begun in Hervey Bay with Networking the Nation support, and which is now expanding into the adjacent Maryborough and surrounding Shires. It is also supported by the University of Southern Queensland’s Wide Bay and has an emergent role in supporting new and existing IT businesses, Bay Connect and the Hervey Bay City Council, in the creation and nurturing of an IT skills base within the region.

InVisibilities

2021 ◽  
pp. 118-140
Keyword(s):  
Research Literature ◽  
Urban Environments ◽  
Case Study Approach ◽  
Urban Theory ◽  
Study Approach ◽  
Exploratory Case Study ◽  
Shed Light ◽  
The Invisible

The purpose of this chapter is to explore urban visibilities and invisibilities, being attentive to the physical, digital, and ambient, giving rise to the need for further developing and extending spaces for theory. As such, this chapter seeks to shed light on the importance of elements pertaining to the visible, the invisible, and the ambient in urban environments informing theory for smart, responsive, and future cities. The research literature for urban theory in relation to urban visibilities and invisibilities is explored in this chapter in the context of smart and responsive cities. Using an exploratory case study approach, this chapter makes a contribution to 1) the research literature for urban theory in relation to smart and responsive cities, 2) the evolving of urban theory for smarter cities and regions, and 3) the evolving of theory through frameworks in support of the interweaving of spaces for invisibilities and visibilities as InVisibilities in a more aware environment, as in, ambient.

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