scholarly journals Preparing teachers for HIV/AIDS education: integrated and interdisciplinary pre-service teacher education

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Linda Van Laren
Keyword(s):  
Teacher Education ◽  
Intermediate Phase ◽  
Aids Education ◽  
Integrated Models ◽  
The Social ◽  
Self Study ◽  
Study Methodology ◽  
Faculty Of Education ◽  
Pre Service Teacher ◽  
Hiv Aids

This article focuses on the views of pre-service teachers regarding an appropriate model for integrating HIV/AIDS education at a Faculty of Education. The final-year foundation and intermediate phase teachers were introduced to integrating HIV/AIDS education in Mathematics education and reflected on their four years of training. By using self-study methodology, the opinions and experiences of pre-service teachers of the two models of HIV/AIDS education in teacher preparation were explored, aiming to improve the manner in which pre-service teachers could be prepared to teach in the social and educational context of HIV/AIDS. The pre-service teachers indicated that they are under-prepared to teach in this context. Pre-service teachers were of the opinion that they could, however, be better prepared through HIV/AIDS teacher education that includes both discipline/subject and integrated models of teacher education

scholarly journals Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Darlene Parker ◽  
Deirdre Smith ◽  
Patricia Goldblatt
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Faculty Members ◽  
Initial Teacher Education ◽  
Case Study Methodology ◽  
Self Study ◽  
Study Methodology

This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.

scholarly journals Globalization and the Reform of Faculties of Education in Egypt: The Roles of Individual and Organizational, National and International Actors

2011 ◽  
Vol 19 ◽  
pp. 15 ◽  
Author(s):  
Mark Ginsburg ◽  
Nagwa Megahed
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Reform ◽  
World Bank ◽  
Organizational Factors ◽  
Policy And Practice ◽  
Pre Service Teacher Education ◽  
Faculty Of Education ◽  
Faculties Of Education ◽  
Pre Service Teacher

In this paper we outline the history of institutionalizing pre-service teacher education in Egypt, and then examine efforts in the mid-1990s to the mid-2000s to reform faculties of education. We document previous criticisms of and proposed changes in teacher preparation programs, but note that concerted reform efforts occurred only after the Egyptian government in the 1990s focused on improving educational quality, including teacher preparation, and the World Bank and USAID also put the issue pre-service teacher education on their agendas – and committed funds for this purpose. We also describe how the proposed reforms of policy and practice (e.g., improving assessments of entrants and graduates, increasing a focus on practice versus theory in coursework, expanding the amount of time devoted to field experiences, and organizing “induction” programs to support and guide new teachers) reflected global teacher education reform discourses characteristic of the 1990s and 2000s. However, rather than treating globalization as a process without real actors, we trace how these ideas were promoted by many Egyptians and non-Egyptians (e.g., faculty of education staff and Ministry of Higher Education personnel, but also World Bank staff, USAID personnel, and members of the two international organization-funded project teams). In examining the planning and implementation of two internationally funded faculty of education reform projects, we explore the interplay between and among local and global actors and identify individual and organizational factors that enabled or constrained these efforts to achieve significant and sustainable improvements in the quality of pre-service teacher education in Egypt.

scholarly journals Tensions Associated With Enacting Care Theory: A Self Study

2016 ◽  
Vol 14 (1) ◽  
Author(s):  
Katherine Tucker ◽  
Brian Lewthwaite
Keyword(s):  
Early Childhood ◽  
Teacher Learning ◽  
Teaching Practice ◽  
Beginning Teacher ◽  
Future Research ◽  
Care Theory ◽  
Study Research ◽  
Self Study ◽  
Study Methodology ◽  
Pre Service Teacher

This study attempts to locate care and caring in teaching practice. Specifically, the study examines how one pre-service teacher, with a personal imperative to care, mediates the space between performativity and caringUsing self-study methodology, the study attempts to make sense of the “theory/action dialectic” (Osborne, 2003, p. 17) of enacting care theory in a classroom through these tensions. Through the recursive analysis of a self-study research portfolio with a critical friend, the study revealed two key tensions between one’s actions and intent and between safety and challenge. The study produced significant implications for my own personal and pedagogical development as a beginning teacher. Furthermore, it has implications for future research into pre-service teacher learning and the way teachers both problematise their practice and consider care in early childhood classrooms.

Working in Solidarity: An Intersectional Self-Study Methodology as a Means to Inform Social Justice Teacher Education

2021 ◽  
pp. 1-17
Author(s):  
Ganiva Reyes ◽  
Brittany Aronson ◽  
Katherine E. Batchelor ◽  
Genesis Ross ◽  
Rachel Radina
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Self Study ◽  
Study Methodology
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