Managing and Planning Technology Usage and Integration in Teacher Education Programs in an Emergent Nation

Colleges Of Education ◽

Policy Makers ◽

Faculties Of Education ◽

The Impact ◽

Effective Integration

This chapter explores the impact of the changing context of Information Technologies (ITs) and Information Systems (ISs) on Teacher Education (TE). ITs and ISs have influenced educational philosophy and classroom practices all over the world. Significant technological innovations over the last three decades have altered the environment in which educators operate and profoundly changed the experience of both formal and informal education. The impact and pervasiveness of ITs and ISs have forced traditional Colleges of Education and University Faculties of Education into a period of transition and transformation. Colleges and Faculties of Education have, for example, become sites of branding and rebranding. The policy makers associated with these programs reflexively look to market-based solutions without first giving serious thought to the challenges preventing the effective integration and use of ITs and ISs in TE, particularly in developing economies. Using a theory-based method of analysis, this chapter gathers and analyzes contemporary views and ideas on education and technology. This chapter finds that the impact of ITs and ISs on TE programs in Nigeria has shortchanged these programs. As a result, education consumers and stakeholders are dissatisfied with the slow integration and use of ITs and ISs in government-owned institutions of higher education in general and in TE programs in particular.

Effects of Information Capitalism and Globalization on Teaching and Learning - Advances in Educational Technologies and Instructional Design ◽

Managing and Planning Technology Usage and Integration in Teacher Education Programs in an Emergent Nation

10.4018/978-1-4666-6162-2.ch008 ◽

2014 ◽

pp. 96-110 ◽

Cited By ~ 1

Author(s):

Nwachukwu Prince Ololube

Keyword(s):

Teacher Education ◽

Informal Education ◽

Information Technologies ◽

Developing Economies ◽

Colleges Of Education ◽

Policy Makers ◽

Faculties Of Education ◽

The Impact ◽

Effective Integration

Beyond Practicum: Interplay between Prospective EFL Teachers’ Conceptualizations of Field Experience and Teaching Career

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.10n.1p.154 ◽

2019 ◽

Vol 10 (1) ◽

pp. 154

Author(s):

Merve Selçuk ◽

Ece Genç Yöntem

Keyword(s):

Teacher Education ◽

Teaching Profession ◽

Theory And Practice ◽

School Experience ◽

Education Programs ◽

Efl Teachers ◽

Practice Teaching ◽

Faculties Of Education ◽

Becoming a teacher of English language requires both knowledge of theory and practice. Teacher candidates at the faculties of education in BA programs in Turkey practice teaching through observing real classrooms and doing micro-teachings in real schools during their four-year teacher training. This study was conducted at a foundation university in Turkey, in which senior pre-service teachers, before they enter the teaching profession and become novice teachers, go and experience teaching to fulfill the requirements of the practicum (school experience course) in their last semester. This course requires them to observe three different levels of classroom in real schools, write reflective papers, prepare lesson plans and practice teaching. The transition from pre-service to novice teacher can be facilitated via successful practicum programs offered by the faculties of education in Turkey. The impact of practicum tends to result in either entry into teaching or teacher retention. The purpose of this qualitative study is to explore the effects of this program on students’ decisions on entry into the profession. The data were collected in two stages: Before and after the practicum. At the beginning of the last semester, before they go practicum, five pre-service EFL teachers were asked the reasons for choosing teacher education programs, and their concerns related to practicum and the profession through an in-depth semi-controlled interview. Those pre-service teachers were also interviewed on the same topics at the end of the semester, after practicum. Results indicated that practicum or school experience has contributed positively to their perceptions regarding their entry into teaching because almost all of them wanted to enter teaching at the end of the program, and they are in-service teachers now. These findings suggest that teacher education courses should aim to develop students’ practical knowledge, and the relationship among the mentor teacher, the supervisor, and the student teacher should be valued and supported more in teacher education programs.

From salvation to inquiry: Preservice teachers’ conceptions of race

Global Studies of Childhood ◽

10.1177/2043610620978510 ◽

2020 ◽

Vol 10 (4) ◽

pp. 368-384

Author(s):

Lucinda Grace Heimer

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Social Justice ◽

Critical Race Theory ◽

Classroom Practice ◽

Future Teacher ◽

Education Programs ◽

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Handbook of Research on Entrepreneurial Leadership and Competitive Strategy in Family Business - Advances in Business Strategy and Competitive Advantage ◽

Gender and Entrepreneurship in Developing Economies

10.4018/978-1-5225-8012-6.ch001 ◽

2019 ◽

pp. 1-21

Author(s):

Rob Kim Marjerison

Keyword(s):

Economic Growth ◽

Women Entrepreneurs ◽

Developing Economies ◽

New Ventures ◽

Entrepreneurial Activity ◽

Relative Importance ◽

Policy Makers ◽

Entrepreneurship Training ◽

Global Economic Growth ◽

This chapter begins with a brief exploration of the importance of entrepreneurial activity as a driver of global economic growth. The importance of entrepreneurship in developing economies is examined as are the traits, motivations, and drivers of entrepreneurs and the economic, social, cultural, legislative, and regulatory circumstances that encourage and in some cases discourage entrepreneurial activity. The impact of entrepreneurship training and education on encouraging women entrepreneurs is examined, the relative importance of women entrepreneurs is examined, and emphasis is placed on the relatively greater difficulties that are faced by women entrepreneurs particularly in regards to obtaining funding for starting new ventures. Opportunities are identified that may useful for policy makers, investors, and those that may seek to promote social entrepreneurship and economic growth in developing economies.

Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education ◽

Peer Assessment for Development of Preservice Teachers

10.4018/978-1-60566-667-9.ch016 ◽

2011 ◽

pp. 263-280

Author(s):

Lorraine Gilpin ◽

Yasar Bodur ◽

Kathleen Crawford

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teaching And Learning ◽

Peer Assessment ◽

Classroom Teaching ◽

Peer Observation ◽

Education Programs ◽

Scholarship Of Teaching ◽

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

Preparing Tomorrow's Teachers to Use Web-Based Education

Instructional and Cognitive Impacts of Web-Based Education ◽

10.4018/978-1-878289-59-9.ch008 ◽

2000 ◽

pp. 129-146 ◽

Cited By ~ 1

Author(s):

Deborah L. Lowther ◽

Marshall G. Jones ◽

Robert T. Plants

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

World Wide ◽

Education Programs ◽

Web Based ◽

Knowledge And Skills ◽

The World ◽

The Impact ◽

Web Based Education

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?

Antiracist Professional Development for In-Service Teachers - Advances in Higher Education and Professional Development ◽

When Asked, Teachers Said…

10.4018/978-1-7998-5649-8.ch001 ◽

2020 ◽

pp. 1-29

Keyword(s):

Professional Development ◽

United States ◽

Teacher Education ◽

Teacher Educators ◽

The United States ◽

Education Programs ◽

Policy Makers ◽

Racial Hierarchies ◽

The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

Current Economic and Political Dispensation and Teacher Education Programs in Niger Delta Region

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch069 ◽

2016 ◽

pp. 1424-1437

Author(s):

Nwachukwu Prince Ololube ◽

Nanighe Baldwin Major ◽

Peter James Kpolovie

Keyword(s):

Teacher Education ◽

Education Program ◽

Niger Delta ◽

Teacher Education Program ◽

Effective Teacher ◽

Delta Region ◽

Education Programs ◽

Niger Delta Region ◽

In this chapter we highlighted the impact of the current economic and political dispensation in Nigeria and its impact on teacher education programs and the means of enhancing teacher education in the Niger Delta region. This paper is a conceptual and methodological breakthrough in Nigeria's academic landscape where qualitative and quantitative experiences highlight issues that are pertinent to teacher education program in the Niger Delta. The chapter proposed that the Niger Delta region's and the entire Nigeria's teacher education programs would be advanced if the component parts of the current economic and political disposition are resolved. This chapter contends that the Niger Delta region has the potential to address the challenges currently faced in the region such as social disruption (violence threat), poverty, hunger, disease, conflict, marginalization, and the achievement and improvement for effective teacher education programs. This chapter is of the immense judgment that successfully addressing the challenges currently faced in the Niger Delta region, teacher education programs will greatly improve qualitatively and quantitatively.

Educational Policy Reforms and the Politics of Music Teacher Education

The Oxford Handbook of Social Justice in Music Education ◽

10.1093/oxfordhb/9780199356157.013.7 ◽

2015 ◽

pp. 77-90

Author(s):

Gabriel Rusinek ◽

José Luis Aróstegui

Keyword(s):

Higher Education ◽

Teacher Education ◽

Music Education ◽

Higher Education Institutions ◽

Compulsory Education ◽

Music Teacher ◽

Policy Reforms ◽

Music Teacher Education ◽

This chapter discusses the politics of music teacher education in relation to the major policies that transnational institutions are promoting virtually all over the world, in relation to national curricula reforms and in relation to the programs developed by higher education institutions. The first section copes with the impact of international organizations on the reforms of national curricula based on an economic rationale and on the shaping of a new role for music and arts education in schools. The second section discusses to what extent higher education institutions in charge of teacher education are assuming these curricular changes. The final section contends that music teacher education programs should consider three major issues to foster social justice: (1) the quality of programs from an educational perspective; (2) the demise of music education as part of compulsory education; and (3) the acknowledgment of politics in music education and music teacher education.

Investigating Differences in Teacher Practices Through a Complexity Theory Lens: The Influence of Teacher Education

Journal of Teacher Education ◽

10.1177/0022487117702573 ◽

2017 ◽

Vol 69 (1) ◽

pp. 22-39 ◽

Cited By ~ 10

Author(s):

Susan D. Martin ◽

Sherry Dismuke

Keyword(s):

Teacher Education ◽

Elementary Teachers ◽

Complexity Theory ◽

Teacher Educators ◽

Teacher Practices ◽

Learning Opportunities ◽

Mixed Methods Study ◽

Policy Makers ◽

Education Coursework

How to prepare teachers to be effective in our nations’ classrooms seems to get increasingly complex, yet the links between teacher education and teachers’ eventual practices are little understood. Using complexity theory as a theoretical framework, this mixed-methods study investigated writing teacher practices of 23 elementary teachers. Twelve teachers had participated in a comprehensive course focused on writing, either at inservice or preservice levels. The other teachers had not taken any course focused on writing and had little to no writing professional development. Despite the small number of participants in our study, quantitative analysis demonstrated significant differences on multiple, effective practice indicators. These findings were borne out in qualitative analyses as well. Clear connections of teachers’ practices and understandings and the course were noted. These findings contribute to understandings of the ways in which teacher education coursework makes a difference in optimizing candidate learning and reducing the variability across teacher practices and subsequent student learning opportunities. Findings suggest implications for policy makers, teacher education programs, as well as for teacher educators and researchers.