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

Effective Teacher ◽

Delta Region ◽

Education Programs ◽

Niger Delta Region ◽

The Impact

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.

Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies - Advances in Higher Education and Professional Development ◽

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

10.4018/978-1-4666-8162-0.ch021 ◽

2015 ◽

pp. 380-393

Author(s):

Nwachukwu Prince Ololube ◽

Nanighe Baldwin Major ◽

Peter James Kpolovie

Keyword(s):

Teacher Education ◽

Education Program ◽

Niger Delta ◽

Effective Teacher ◽

Delta Region ◽

Education Programs ◽

Niger Delta Region ◽

The Impact

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.

Assessing prospect and challenges of e-learning in teacher education program aftermath of covid-19 pandemic: teacher educators’ views

International Journal of Humanities and Innovation (IJHI) ◽

10.33750/ijhi.v4i3.126 ◽

2021 ◽

Vol 4 (3) ◽

pp. 123-128

Author(s):

Julius Michael Egbai ◽

Eke Ogbu Eke ◽

Ijeoma F Ubochi

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Educators ◽

Academic Staff ◽

College Of Education ◽

Effective Teacher ◽

Education Programs ◽

E Learning

The study aims at assessing teacher educators’ views on the prospect and challenges of e-learning in teacher education program aftermath of the Covid-19 pandemic. The population consists of 1321 academic staff of Alvan Ikoku College of Education Owerri (AIFCE). Two Schools out of the seven schools in Alvan Ikoku Federal College of Education were purposively selected for the sample size of 249 academic staff. Researchers made an assessments questionnaire titled” Teachers Views on Prospect and Challenges E-learning in Teacher Education Program Questionnaire (TVPCETEC) was used for data collection. It has a reliability coefficient of 0.77 determined through the Pearson Product Moment Correlation Coefficient. The data collected were analyzed using mean and standard deviation in answering the research questions. The study showed that teacher educators are of the view that e-learning is the key for effective teacher education program vis-vis the Covid-19 pandemic, which has called for social distance protective protocols. Challenges to effective e-learning, such as in teacher education, were also identified. But despite the challenges facing e-learning in teacher education programs, teacher educators accepted that e-learning is the key to limitless possibilities in education and should be fully embraced. It is recommended that Colleges of Education liaise with relevant authorities in benchmarking teacher education programs with e-learning. It will help tackle the digital divide among lectures and students for effective implementation of learning in teacher education programs.

Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

Brock Education Journal ◽

10.26522/brocked.v25i2.502 ◽

2016 ◽

Vol 25 (2) ◽

Cited By ~ 1

Author(s):

Lee Anne Block ◽

Paul Betts

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Identity ◽

Teacher Candidates ◽

Education Programs ◽

Strong Connection ◽

Socially Constructed ◽

The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

Using E-Learning to Globalize a Teacher Education Program

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch185 ◽

2011 ◽

pp. 2272-2287

Author(s):

Hilary Wilder

Keyword(s):

Teacher Education ◽

Education Program ◽

Learning Technology ◽

Education Programs ◽

E Learning ◽

Online Distance Learning ◽

Online Distance

This case study explores the use of online distance learning technology to bring an international component to a teacher education program. By converting a course in the program into a fully online offering, the author was able include students from Namibian teacher education programs in the class along with her own students from New Jersey. The objective was to give all students a chance to interact with peers that they would not otherwise have the chance to meet, and to explore differences and commonalities in their respective education systems. This case study describes the pitfalls and successes in meeting that objective.

A Personal Journey to Merge Literacy Education and Multicultural Teacher Education

Multicultural Learning and Teaching ◽

10.1515/mlt-2015-0003 ◽

2015 ◽

Vol 10 (2) ◽

pp. 197-210 ◽

Cited By ~ 1

Author(s):

Gina M. Doepker

Keyword(s):

Teacher Education ◽

Multicultural Education ◽

Education Program ◽

Literacy Education ◽

Education Programs ◽

Personal Journey ◽

Multicultural Teacher Education ◽

Multicultural Teacher

AbstractThere has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education and literacy education. There will be a discussion of multicultural or diverse-oriented teacher education with a focus on the challenges as well as the potentials that face these teacher preparation programs. In addition, there will be a discussion of current educational trends in schools as evidence that demands the need for stronger multicultural teacher education programs. Finally, an existing teacher education program will be presented that has an emphasis on multicultural teacher training, as well as suggest approaches for building a research-based multicultural teacher education program.

Indigenous Principles Decolonizing Teacher Education: What We Have Learned

in education ◽

10.37119/ojs2012.v18i2.61 ◽

2013 ◽

Vol 18 (2) ◽

Author(s):

Kathy Sanford ◽

Lorna Williams ◽

Tim Hopper ◽

Catherine McGregor

Keyword(s):

Teacher Education ◽

Indigenous Knowledge ◽

Case Studies ◽

Education Program ◽

Diverse Students ◽

Education Programs

Although teacher education programs across the country are currently under significant review and reform, little attention is paid to the importance of Indigenous principles that could inform or transform them. Attention to Indigenous principles such as those presented in this paper can, we believe, serve to decolonize teacher education, offering programs that enable greater success for a wider array of diverse students, both Aboriginal and non-Aboriginal, and address their needs and interests. The intent of this paper is to draw attention to the ways Indigenous principles offered by Lil’wat scholar Lorna Williams have influenced one teacher education program, and to share some of the ways that these principles have been enacted within the program. We offer our perspectives as narrative accounts of what we have done in our courses and in our teacher education program that reflect the principles explained in the paper. We do not feel we can express this perspective any different other than to recount shifts made and our observations as educators. These could be expressed as case studies but this would only be paying lip service to claiming a methodology that was not really followed. We offer this paper more as a sharing of narratives drawn to the indigenous principles. Authenticity comes from our common perceptions from different perspectives in the program.Keywords: Indigenous Knowledge; Teacher Education; Decolonization

Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

Journal of language and Education ◽

10.17323/jle.2021.11113 ◽

2021 ◽

Vol 7 (2) ◽

pp. 140-154

Author(s):

Fatemeh Karimi ◽

Ebrahim Fakhri Alamdari ◽

Mehrshad Ahmadian

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Student Teachers ◽

Education Program ◽

Education Programs ◽

Efl Teacher ◽

Informal Observation ◽

Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice, the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

Increasing the Diversity of the Teacher Workforce: Socio-Political Challenges to Reducing Inequalities in Access to Teacher Education Programs

Frontiers in Education ◽

10.3389/feduc.2021.685113 ◽

2021 ◽

Vol 6 ◽

Author(s):

Ineke M. Pit-ten Cate ◽

Salvador Rivas ◽

Gilbert Busana

Keyword(s):

Teacher Education ◽

Education Program ◽

Social Reproduction ◽

Role Models ◽

Economic Status ◽

Teaching Profession ◽

Education Programs ◽

Positive Attitudes

Cross-border migration leads to a diversification of societies, which is reflected in the education system, where classrooms are composed of students with heterogeneous cultural, linguistic, socio-economic characteristics. However, this diversity is only to a limited extent reflected in the teacher population, even though teachers from different backgrounds can bring specific intercultural competencies, have more positive attitudes toward multicultural heterogeneity and act as role models. To facilitate the diversification of the teaching profession, it is imperative that the cohorts of students entering teacher education programs represent the diversity of societies, however studies have shown students with migration backgrounds or from families with lower socio-economic status are underrepresented in such programs. This study considered the demographic constellation of applicants for admission into the teacher education program in Luxembourg (2015–2019) and investigated to what extent the admission process (dis)advantages certain groups. Results revealed that although applicants come from diverse backgrounds, proficiency in the country’s native languages poses a disadvantage for students with migration backgrounds. In addition, applicants coming from more privileged families stand a better chance of being admitted. Results are interpreted within the framework of social mobility and social reproduction. Implications for the admission to the teachers’ education program are discussed.

IMPACT OF ACCREDITATION OF TEACHER EDUCATION PROGRAMS IN PAKISTAN ON PROSPECTIVE TEACHERS`LEARNING; A COMPARATIVE STUDY

Pakistan Journal of Educational Research ◽

10.52337/pjer.v4i3.274 ◽

2021 ◽

Vol 4 (3) ◽

Author(s):

Tasneem Saifuddin

Keyword(s):

Teacher Education ◽

Comparative Analysis ◽

Prospective Teachers ◽

Quality Criteria ◽

Accreditation Process ◽

Education Programs ◽

The Impact

The world is recently moving towards quality criteria in every field. For this Accreditation process has been introduced in every Discipline, Institute and Program to maintain the standards of quality. Accreditation refers to the authenticity and fairness in achieving the benchmarks of standards of program, a course, a module or an Institution. (Harvey, 2004). Accreditation provides certainty that the course or program will meet the demands and requirements of the quality standards. In order to produce trained professionals’ quality in higher education is required and Accreditation process will provide the Quality Assurance. As the teachers are the roots of every profession, therefore the Accreditation Process is also introduced in the field of teacher Education Program to maintain and improve the quality of Teacher Education Programs. When talking in context of Pakistan, there is always an issue regarding in quality of Education in Pakistan. In order to meet this demand NACTE (National Accreditation Council for Teacher Education) is established so that the quality criteria can be achieved through the process of Accreditation of different Teacher Education Programs in Pakistan. (Shakoor, & Farrukh, 2016). The programs or courses having NACTE Accredited certificate can be accepted globally and thus can serves as a basis of good professional start. The present study aims to find out the comparative analysis of the impacts of NACTE Accredited and Non-Accredited Teacher Education Programs on student's Achievement. The study is conducted on students of B. Ed honors studying in different institutions in Karachi. To carry out comparative analysis MGA (Multigroup Analysis) is carried out on Smart PLS: 3. The analysis done revealed high ‘values of Accredited groups as compared to nonAccredited groups, concluding that there are significant differences in the impact of two types of programs; Accredited and Non-Accredited teacher Education Programs on student teacher`s achievement. The results declared that Accredited Programs