Teacher Education in Cultural Context: Beyond Reproduction

2018 ◽  
pp. 298-334 ◽  
Author(s):  
Landon E. Beyer ◽  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Cultural Context

scholarly journals Effective Indigenization of Curriculum in Canada and New Zealand: Towards Culturally Responsive Pedagogies

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Edward R. Howe ◽  
Shelly Johnson ◽  
Fiona Te Momo
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Curriculum Reform ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Ways Of Knowing ◽  
Truth And Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Wide Range ◽  
United Nations Declaration

In this paper, we critically examine culturally responsive pedagogies in Canada and New Zealand. As each nation has a wide range of government policies and education systems, we focus our investigation on indigenization of teacher education programs at one institution within each cultural context. We are in search of best practices in terms of indigenizing the curriculum and effective ways to facilitate the gradual acculturation of novice teachers. Moreover, we seek to find out how these unique, exemplary programs are responding to calls to action (Truth and Reconciliation Commission in Canada and Ka Hikitia in New Zealand) in light of the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. The New Zealand Maori cultural context provides a mirror for us to reflect on Canada’s curriculum reform efforts to embed Indigenous ways of knowing into teacher education. For, it is teachers who ultimately can lead the way to advancing Indigenous perspectives, reversing decades of assimilation policies, evoking social change, and providing the bridge between government rhetoric and meaningful student learning.

'Do We Really Need to Know This?' The challenge of developing a global learning module for trainee teachers

2013 ◽  
Vol 5 (3) ◽  
pp. 28-45 ◽  
Author(s):  
Stephen Scoffham
Keyword(s):  
Teacher Education ◽  
Cultural Context ◽  
Initial Teacher Education ◽  
Global Learning ◽  
Surface Level ◽  
Global Issues ◽  
Trainee Teachers ◽  
Learning Module ◽  
Values And Beliefs ◽  
The Impact

This article explores some of the challenges of developing a module on global learning with primary initial teacher education (ITE) students studying at a UK university. The research, which employed a mixed methodology, involved around 550 students and eight members of staff over a three-year period. The findings indicate that many students developed their thinking about global issues, albeit on a surface level. A small but significant minority proved much harder to reach. The discussion highlights the complexities of global learning, the significance of underlying values and beliefs, and the impact of the wider professional and cultural context. A key issue that emerges is the importance of recognizing barriers and inhibitors to global learning.

The Possibilities of “Doing” Outdoor and/or Adventure Education in Physical Education/Teacher Education

2016 ◽  
Vol 35 (4) ◽  
pp. 299-312 ◽  
Author(s):  
Sue Sutherland ◽  
Maureen Legge
Keyword(s):  
Teacher Education ◽  
Data Analysis ◽  
Physical Education ◽  
Cultural Context ◽  
Teacher Educators ◽  
Adventure Education ◽  
Physical Education Teacher ◽  
Systematic Review Methodology ◽  
Education Teacher ◽  
Physical Education Teacher Education

Background:Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education.Purpose:This manuscript; explores and critiques a range of national and international perspectives on models based practices in OAE; challenges what stands for teaching OAE in PETE; and offers suggestions for future practice and research. Method: Papers were selected through a systematic review methodology.Data analysis:Using a process of inductive analysis and constant comparison we identified two main themes: Ways of doing this in PE and Ways of doing this in PETE.Discussion/Conclusion:Future recommendations include the pedagogical relevance and importance of understanding the socio-cultural context, the challenge of adventure education being a controlled orchestration and the need to pedagogically change the key of this orchestration, and employing innovative methodological approaches to further explore these issues.

scholarly journals In Search of an Effective Teacher: Ghana’s Move towards Achieving Sustainable Education through Teacher Education Reforms

2020 ◽  
Vol 9 (4) ◽  
pp. 216
Author(s):  
Kenneth Adu-Gyamfi (PhD) ◽  
Charles Deodat Otami
Keyword(s):  
Teacher Education ◽  
Cultural Context ◽  
Basic Education ◽  
Education Reforms ◽  
Effective Teacher ◽  
Qualitative Approaches ◽  
Sustainable Education ◽  
The People ◽  
Entry Requirements ◽  
Independence Era

Ghana has experienced a number of education reforms in the post-independence era and the study aimed at examining Ghana’s attempt at finding an effective teacher, in relation to sustainable education, through teacher education reforms. Qualitative approaches, such as documents analysis and interviews with 10 experienced college educators, were the methodology for the research. After constant comparison, students’ quality and entry requirements, changes in curriculum, and role of development partners in education reforms affected quality of teacher education. However, cultural context, support systems, and educator professional development are means of achieving sustainable basic education. Ghana should, therefore, have teacher education policy for a reasonable period of time, uninfluenced by change in political power and ideologies, but tailored to socio-cultural and economic needs of the people; preparing motivated-teachers to accept the profession as a chosen-career.

Culture and the plasticity of perception

2020 ◽  
Vol 43 ◽  
Author(s):  
Michael Lifshitz ◽  
T. M. Luhrmann
Keyword(s):  
Cultural Context ◽  
Sensory Experience ◽  
Cultural Learning ◽  
The World

Abstract Culture shapes our basic sensory experience of the world. This is particularly striking in the study of religion and psychosis, where we and others have shown that cultural context determines both the structure and content of hallucination-like events. The cultural shaping of hallucinations may provide a rich case-study for linking cultural learning with emerging prediction-based models of perception.

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