Educational Leadership for Enhancing Quality in Teacher Education

2016 ◽  
pp. 1632-1654
Author(s):  
Neeta Baporikar
Keyword(s):  
Teacher Education ◽  
Educational Leadership ◽  
Business Leader ◽  
Separate Entity ◽  
Educational Leader ◽  
Educational Aims ◽  
Theories Of Leadership ◽  
Special Case ◽  
Central Purpose

Educational leadership refers to the process of soliciting and managing the capacities and vitalities of teachers, pupils and parents toward achieving common educational aims. Educational leadership also refers to an individual or group of people who are in charge and lead schools, institutions, programmes and students. The development of leadership as a separate entity goes some way in arguing that an effective educational leader will share much of the same characteristics as a successful business leader. If one sees leadership as a distinct vocation, then one can see that many of the skills and traits are transferable. However, education is a special case, because teaching students has to be the central purpose that educational leadership must reflect. Hence, even if it is drawn from various existent theories of leadership, yet the success is dependent on how much it would enhance the quality of teacher education. The overall mission of this valuable study is to aid researchers in recognizing and understanding the need of educational leadership for enhancing the quality of teacher education.

Educational Leadership for Enhancing Quality in Teacher Education

2017 ◽  
pp. 1063-1085
Author(s):  
Neeta Baporikar
Keyword(s):  
Teacher Education ◽  
Educational Leadership ◽  
Business Leader ◽  
Separate Entity ◽  
Educational Leader ◽  
Educational Aims ◽  
Theories Of Leadership ◽  
Special Case ◽  
Central Purpose

Educational leadership refers to the process of soliciting and managing the capacities and vitalities of teachers, pupils and parents toward achieving common educational aims. Educational leadership also refers to an individual or group of people who are in charge and lead schools, institutions, programmes and students. The development of leadership as a separate entity goes some way in arguing that an effective educational leader will share much of the same characteristics as a successful business leader. If one sees leadership as a distinct vocation, then one can see that many of the skills and traits are transferable. However, education is a special case, because teaching students has to be the central purpose that educational leadership must reflect. Hence, even if it is drawn from various existent theories of leadership, yet the success is dependent on how much it would enhance the quality of teacher education. The overall mission of this valuable study is to aid researchers in recognizing and understanding the need of educational leadership for enhancing the quality of teacher education.

Educational Leadership for Enhancing Quality in Teacher Education

2015 ◽  
pp. 320-341 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Teacher Education ◽  
Educational Leadership ◽  
Business Leader ◽  
Separate Entity ◽  
Educational Leader ◽  
Educational Aims ◽  
Theories Of Leadership ◽  
Special Case ◽  
Central Purpose

Educational leadership refers to the process of soliciting and managing the capacities and vitalities of teachers, pupils and parents toward achieving common educational aims. Educational leadership also refers to an individual or group of people who are in charge and lead schools, institutions, programmes and students. The development of leadership as a separate entity goes some way in arguing that an effective educational leader will share much of the same characteristics as a successful business leader. If one sees leadership as a distinct vocation, then one can see that many of the skills and traits are transferable. However, education is a special case, because teaching students has to be the central purpose that educational leadership must reflect. Hence, even if it is drawn from various existent theories of leadership, yet the success is dependent on how much it would enhance the quality of teacher education. The overall mission of this valuable study is to aid researchers in recognizing and understanding the need of educational leadership for enhancing the quality of teacher education.

scholarly journals Kepemimpinan Pendidikan

2020 ◽  
Author(s):  
Haisya Hamini
Keyword(s):  
Educational Leadership ◽  
Teaching And Learning ◽  
School Success ◽  
Learning Situation ◽  
Educational Leader ◽  
Or Groups

This article explains about educational leadership. In every organization there needs to be a leader, including in schools. A leader has his own way of leading. Not all leaders are the same sometimes sometimes authoritarian and democratic. This means being able to influence people or groups to achieve the desired results and be determined together.In this case the principal as someone who is given the task to lead the school, the principal is responsible for achieving the school's goals. The principal is expected to be the leader and innovator in the school. Therefore, the quality of the principal's leadership is significant for school success. The school principal's professional ability as an educational leader is responsible for creating a conducive teaching and learning situation, so that teachers can carry out learning well and students can learn calmly. Besides that the principal is required to be able to work together with his subordinates, in this case the teacher.

Kepemimpinan Pendidikan

2020 ◽  
Author(s):  
Haisya Hamini
Keyword(s):  
Educational Leadership ◽  
Teaching And Learning ◽  
School Success ◽  
Learning Situation ◽  
Educational Leader ◽  
Or Groups

This article explains about educational leadership. In every organization there needs to be a leader, including in schools. A leader has his own way of leading. Not all leaders are the same sometimes sometimes authoritarian and democratic. This means being able to influence people or groups to achieve the desired results and be determined together.In this case the principal as someone who is given the task to lead the school, the principal is responsible for achieving the school's goals. The principal is expected to be the leader and innovator in the school. Therefore, the quality of the principal's leadership is significant for school success. The school principal's professional ability as an educational leader is responsible for creating a conducive teaching and learning situation, so that teachers can carry out learning well and students can learn calmly. Besides that the principal is required to be able to work together with his subordinates, in this case the teacher.

scholarly journals Kepemimpinan Pendidikan

2019 ◽  
Author(s):  
Haisya Hamini
Keyword(s):  
Educational Leadership ◽  
Teaching And Learning ◽  
School Success ◽  
Learning Situation ◽  
Educational Leader ◽  
Or Groups

This article explains about educational leadership. In every organization there needs to be a leader, including in schools. A leader has his own way of leading. Not all leaders are the same sometimes sometimes authoritarian and democratic. This means being able to influence people or groups to achieve the desired results and be determined together.In this case the principal as someone who is given the task to lead the school, the principal is responsible for achieving the school's goals. The principal is expected to be the leader and innovator in the school. Therefore, the quality of the principal's leadership is significant for school success. The school principal's professional ability as an educational leader is responsible for creating a conducive teaching and learning situation, so that teachers can carry out learning well and students can learn calmly. Besides that the principal is required to be able to work together with his subordinates, in this case the teacher.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

The Policy Context for the Evolution of Teacher Education Reform in New Jersey

2017 ◽  
Vol 119 (14) ◽  
pp. 1-64
Author(s):  
Gary Natriello
Keyword(s):  
Teacher Education ◽  
New Jersey ◽  
Education Reform ◽  
Quality Of Education ◽  
Teacher Education Programs ◽  
Teacher Education Reform ◽  
Policy Context ◽  
Three Stages ◽  
General Concern

This article examines the genesis of the New Jersey Provisional Teacher Program, also known as the New Jersey Alternate Route Program, in three stages. First, the motivation to consider alternative ways of recruiting and preparing teachers for New Jersey schools began with general concern about the quality of education in the state and soon moved to consideration of means of strengthening teachers and teacher education. Second, the interest in improving the preparation of teachers led directly to changes in the regulations governing college-based teacher education programs. Third, the principles that were first applied to the reform of college-based programs were then adopted to structure and regulate an alternative route to teaching and the Provisional Teacher Program.

scholarly journals Teacher Education and Development in Africa: A Modern Perspective

2020 ◽  
Vol 3 (1) ◽  
pp. 107
Author(s):  
Peter Wekesa Wamalwa ◽  
Edwin Nyongesa Masibo
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
New Developments ◽  
Teacher Education Programme ◽  
Emerging Issues ◽  
Education And Development ◽  
Education And Society ◽  
The Relationship

Teacher education programme is a critical component of education and the life of any society. It normally lays the very foundations of the society. It spurs and pushes the various aspects of development in the society through well-established culture and character of such a society. But for this programme of education to perform this development function efficiently it must be well designed, developed and constantly reformed and modernized so as to keep it abreast with the emerging issues both in education and society. This process is only possible through the conduct of regular studies in education and society to establish new developments and also facilitate the generation of relevant innovations to promote the quality of Teacher education programme. However, there is no evidence that such a process has ever been initiated and conducted in Teacher education programme since the inception of this programme in modern Africa. This paper is designed to explore the importance of Teacher education programme in modern Africa, the relationship between Teacher education programme and development in modern Africa, the roe of this programme in modern Africa, strategies of harnessing the programme for development in modern Africa and the challenges of the programme in modern Africa. This narrative is likely to shade light on the need of Teacher education programme in development in modern Africa and the role of innovative research in this process. Hence, set in motion the desired development in modern Africa.

scholarly journals Simulation Tools for Small Area Estimation: Introducing the R-package saeSim

2016 ◽  
Vol 45 (1) ◽  
pp. 55-69 ◽  
Author(s):  
Sebastian Warnholz ◽  
Timo Schmid
Keyword(s):  
Small Area ◽  
Small Area Estimation ◽  
R Package ◽  
Research Process ◽  
Simulation Studies ◽  
Simulation Tools ◽  
Area Estimation ◽  
Regional Estimates ◽  
Special Case

The demand for reliable regional estimates from sample surveys has been substantially grown over the last decades. Small area estimation provides statistical methods to produce reliable predictions when the sample sizes in regions are too small to apply direct estimators. Model- and design-based simulations are used to gain insights into the quality of the introduced methods. In this article we present a framework which may help to guarantee the reproducibility of simulation studies in articles and during research. The introduced R-package saeSim is adjusted to provide a simulation environment for the special case of small area estimation. The package may allow the prospective researcher during the research process to produce simulation studies with a minimal eort of coding.

Sign in / Sign up

Export Citation Format

Share Document