scholarly journals Teaching in China

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
Tanya Lebans ◽  
Margie Radigan
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Education Reform ◽  
International Development ◽  
Central China ◽  
Rural Teachers ◽  
Training Centre ◽  
Canadian International Development Agency ◽  
Recent Graduates ◽  
Funded Project

As part of a Canadian International Development Agency funded project working with rural teachers in central China, recent graduates Lebans and Radigan spent a month teaching in Chinese schools. The primary purpose of the project is to work with members of the Sichuan Provincial Teacher Training Centre and rural teachers from Wenchuan County develop a professional development plan in response to China’s current focus on education reform. This article is a synthesis of Lebans’ and Radigan’s experiences.  

scholarly journals ADOPTION OF INTERNATIONAL EDUCATION POLICY IN INDONESIA: Impact to Teacher Education and Professional Development

2018 ◽  
Vol 2 (2) ◽  
pp. 187-203
Author(s):  
Satia Prihatni Zen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Policy ◽  
Education Reform ◽  
International Education ◽  
International Development ◽  
Teacher Identity ◽  
National Policy ◽  
Development Aid ◽  
International Education Policy

The paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.

scholarly journals ESTABLISHING MASTER'S DEGREE IN TEACHER TRAINING IN THE CONTEXT OF СANADIAN HIGHER EDUCATION REFORM

2020 ◽  
Vol 2020 (2) ◽  
pp. 73-77
Author(s):  
Mykola Stepanets
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
Education Reform ◽  
Master's Degree ◽  
Higher Education Reform ◽  
Social Progress ◽  
Education Development ◽  
Master’S Degree

The relevance of the study is due to modern changes in the paradigm of social development, the novelty of personal and social requirements for the system of master's education and his/her readiness for professional development. This approach justifies the detailed study of foreign teacher education, development strategies and emphasis on the role in social progress as an objective regularity. The aim of the paper is to justify the formation of Master's degree in teacher training in the context of reforming higher education in Canada. The research was carried out in the interdisciplinary humanities field, where the following methods were used: analysis, synthesis, abstraction and comparison to find out the genesis of the studied educational phenomenon; induction and deduction methods to establish causal links of pedagogical, political, social and cultural processes that caused the reforms of higher education in Canada. Сomparative-historical, retrospective methods, which allowed to characterize the studied phenomena in historical retrospect; content analysis for objective study of information sources with the subsequent interpretation of the conclusions. In Canada, teacher education is characterized by a trend towards professionalization of teaching, which refers to both teacher education and the basic skills needed to practice and develop professional identity. The positive Canadian experience in implementing reforms that have been implemented as part of training or professional development programmes through the Master's degree can be used in the Ukrainian context.

scholarly journals Sustainability of education reforms: An investigation into the professional development component of USAID/Egypt Education Reform Program (ERP, 2004-2009)

2020 ◽  
Vol 28 ◽  
pp. 129
Author(s):  
Alaa Badran ◽  
Mustafa Toprak
Keyword(s):  
Professional Development ◽  
Education Reform ◽  
International Development ◽  
Gender Equity ◽  
The United States ◽  
Policy Reforms ◽  
Structured Interviews ◽  
Education Development ◽  
Reform Program ◽  
Long Term Impact

The United States Agency for International Development (USAID) started its operations in Egypt in 1975. Its work on education development included supporting access and gender equity, community participation, professional development, and also extended to policy reforms. Education Reform Program (ERP) was one of USAID’s initiatives implemented between 2004 and 2009. The program intended to support the Egyptian Ministry of Education (MOE) with strategies to enhance a system-wide reform. It also piloted school-based reform in 256 schools across seven governorates. This study explores the sustainability of practices that were advocated as part of ERP’s professional development (PD) component. A qualitative approach was adopted to afford a better understanding of the long-term impact of ERP’s PD activities. Document analysis and semi-structured interviews were used as data collection tools with 38 participants (teachers, heads of training units, and administrators) in four selected schools. Participants were asked about the PD practices at their schools, and the sustainability of changes introduced as part of ERP. Results highlight varying degrees of continuity of practices across participating schools and individuals and offer implications for future consideration.

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

scholarly journals Rural access to education through digital media

2021 ◽  
Author(s):  
Bezayit Menker
Keyword(s):  
Education Reform ◽  
International Development ◽  
Digital Media ◽  
Informal Education ◽  
Education Technology ◽  
Access To Education ◽  
Development Education ◽  
Factors Affecting ◽  
International Development Education ◽  
Rural Access

This paper is a summary of the research conducted during the development and design of Rural Access To Education Through Digital Media, a pilot education technology project in Tipling, Nepal. Beginning with an analysis of the relevant socioeconomic factors affecting school attainment nationally and those affecting Tipling in particular; the current challenges to formal and informal education are identified. The considerable potential of digital media and ICTs to address long-standing issues of access to both childhood and adult learning and thereby contribute to international development and education reform efforts are explored. Key project considerations and challenges are discussed along with project outcomes. Keywords: ICTs, Rural Education, Literacy, International Development, Education Technology

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