scholarly journals Kunnskap om samiske forhold som integrert del av lærerutdanningene

2017 ◽  
Vol 11 (2) ◽  
pp. 5 ◽  
Author(s):  
Torjer A. Olsen ◽  
Hilde Sollid ◽  
Åse Mette Johansen
Keyword(s):  
Teacher Education ◽  
Intercultural Competence ◽  
Indigenous Education ◽  
National Curriculum ◽  
Political Support ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Road ◽  
The Status ◽  
On The Road

Skal du bli lærer i Norge, må du kunne ivareta rettighetene til samiske barn og ungdommer, men også opplæring om samiske forhold for alle elever. Dette slår de nasjonale forskriftene om rammeplan for lærerutdanningene fast. Hva betyr egentlig dette for lærerutdanningene? I denne artikkelen utforsker vi dette spørsmålet ved å se rammeplanens føringer i sammenheng med samiske temaers plass i utdanningssystemet. Innledningsvis presenterer vi det historiske og juridiske grunnlaget for at denne tematikken skal være integrert i lærerutdanningene. Et riss av kunnskapsstatusen på feltet gir imidlertid et klart inntrykk av at den politiske støtten til samiske interesser har vært og er utfordrende å implementere i skolen generelt og i lærerutdanningene spesielt. I forlengelsen av dette oppsummerer vi hva rammeplanene for lærerutdanningene faktisk sier om samiske tema. Vi peker på en uttalt mainstreamingdimensjon, der planbeskrivelsene gjelder for alle lærerstudenter, ikke bare for dem som skal være lærere for samiske elever i samiske skoler. Disse føringene knyttes videre til en refleksjon rundt samiske og urfolksrelaterte temaers plass i et helhetlig utdanningsløp, og vi argumenterer for at både utvikling av interkulturell kompetanse og utdanning i medborgerskap er relevante overordna målsettinger i denne sammenhengen. Avslutningsvis løfter vi fram behovet for et nasjonalt kompetanseløft på veien mot en lærerutdanning som tar samiske forhold på alvor og samiske perspektiver i bruk.Nøkkelord: lærerutdanning, rammeplaner, urfolksutdanning, indigenisering, mainstreaming, interkulturell kompetanseAbstractIf you study to become a teacher in Norway, you are obliged to learn to maintain the rights of Sámi children and youth, as well as to provide education on Sámi issues for all pupils. This is expressed in the national regulations for the teacher education programs. What does this mean for teacher education programs? In this article, we explore this issue by examining the implications of the curriculum with regard to the role of Sámi and indigenous issues in the general educational system. We present the historical and legal basis for the integration of this topic in teacher education. However, a brief overview of the status of knowledge in this field shows that the political support of Sámi interests has been, and still is difficult to implement in education in general, and in teacher education in particular. Next, we summarize what the national curriculum for teacher education actually says about Sámi issues. We point to an explicit mainstreaming dimension where the curriculum goals are obligatory for all teacher students, not only for future teachers for Sámi students in Sámi schools. These guidelines are further connected to a reflexive practice around the place of Sámi and indigenous issues in education, and we argue that both the development of intercultural competence and citizenship education are relevant overarching goals in this context. Finally, we propose a national competence strategy on the road towards developing a Norwegian teacher education that takes Sámi issues and perspectives seriously.Keywords: teacher education, curricula, indigenous education, indigenisation, mainstreaming, intercultural competence

scholarly journals ADVISING FUTURE TEACHERS IN AN ERA OF EDUCATIONAL REFORM

1987 ◽  
Vol 7 (1) ◽  
pp. 73-82
Author(s):  
Martha McMillian
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Educational Reform ◽  
Reform Movement ◽  
Teacher Education Programs ◽  
Academic Advisors ◽  
Future Teachers ◽  
Education Programs ◽  
The Status

Academic advisors and counselors of future teachers can have a great impact on the status of education and its reform by attracting top-notch students into the field and by providing encouragement to those who select teaching as their career. Consequently, advising in teacher education programs should elicit top priority in funding and rewards. In this article, several suggestions are outlined for teacher education advisors who wish to become leaders in the education reform movement and who are concerned about dealing more effectively with students entering the profession of teaching.

Blending Digital Content in Teacher Education Programs

2018 ◽  
pp. 713-736
Author(s):  
Patricia Dickenson ◽  
Cynthia Sistek-Chandler
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Current Trends ◽  
The Status

Teacher Education programs worldwide are engaging in a digital conversation around best practices for supporting and teaching teacher candidates in the creation of digital content for a 21st century blended classroom. This chapter examines the status of teacher preparation in technology and explores current trends for instructors of the NextGen educator. Further the authors share how 21 Century Skills and global competencies among pre-service teachers can be applied in an online learning environment in teacher education programs.

Indigenous Teacher Education in Canada and Aotearoa New Zealand

2019 ◽  
Author(s):  
Celia Haig-Brown ◽  
Te Kawehau Hoskins
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Direct Result ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Document ◽  
Aotearoa New Zealand ◽  
Treaty Of Waitangi

Indigenous teacher education has proven to be a powerful influence in the resurgence of Indigenous cultures and languages globally. In Canada and Aotearoa New Zealand, while there are numerous distinctions between the countries in size, linguistic and cultural diversity, and the histories of Indigenous peoples and colonization, an Indigenous commitment to schooling has shaped long-term and recent aspirations in both contexts. Within Canada, the proliferation of Indigenous teacher education programs is a direct result of a 1972 landmark national policy document Indian Control of Indian Education. This document written by Indigenous leaders in response to the Canadian government was the culmination of a decades-long, relentless commitment to creating the best possible schooling systems for Indigenous students within the provinces and territories. In 2015, despite some significant gains, the Truth and Reconciliation Commission of Canada completed its work articulating Calls to Action that reinforce the original recommendations, particularly the focus on Indigenous control of education. In the Aotearoa New Zealand context, the establishment of Māori language schooling pathways and Māori medium teacher education programs has been made possible by activism focused on the recognition of Indigenous-Māori rights to language and culture guaranteed by the 1840 Treaty of Waitangi. Forms of constitutional recognition of the Treaty of Waitangi mean that New Zealand endorses a social policy of biculturalism. From the 1970s and 1980s, responses to exclusionary and racist colonial policies and practices have led to the creation of teacher education programs in both Canada and Aotearoa New Zealand transforming universities and schools and establishing spaces of Indigenous authority, activism and expertise. While the pace of change varies radically from place to place and from institution to institution, and the specific contexts of the two countries differ in important ways, the innumerable Indigenous graduates of the programs make ongoing contributions to Indigenizing, decolonizing, and educating Indigenous and non-Indigenous communities alike. The growth and strengthening of an Indigenous education sector have led to significant policy and curriculum reforms across the education systems and to ongoing engagement in critique, advocacy, research, and practice. Throughout their development, Indigenous leadership and control of the programs remain the immediate and long-range goals.

Blending Digital Content in Teacher Education Programs

2018 ◽  
pp. 2166-2188
Author(s):  
Patricia Dickenson ◽  
Cynthia Sistek-Chandler
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Current Trends ◽  
The Status

Teacher Education programs worldwide are engaging in a digital conversation around best practices for supporting and teaching teacher candidates in the creation of digital content for a 21st century blended classroom. This chapter examines the status of teacher preparation in technology and explores current trends for instructors of the NextGen educator. Further the authors share how 21 Century Skills and global competencies among pre-service teachers can be applied in an online learning environment in teacher education programs.

Results of A Questionnaire on Secondary Mathematics Teacher-Education Programs

1979 ◽  
Vol 72 (7) ◽  
pp. 530-536
Author(s):  
Cherie Adler Aviv ◽  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Status ◽  
Secondary Mathematics Teacher ◽  
Secondary Mathematics Teacher Education

The survey reported here was conducted for the purpose of obtaining information about the status of secondary school mathematics teacher-education programs. The dearth of information about teacher-education programs was emphasized in the NACOME report (1975). The NACOME report particularly pointed out that little evidence exists on activities oriented toward preparation of mathematics teachers. This report represents an attempt to provide such information. In reporting the results, questions will be identified that need to be asked in order to obtain a clearer picture of the dynamics of a teacher-education program. We regret that we did not ask these questions.

scholarly journals Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools

2021 ◽  
Vol 44 (3) ◽  
pp. 600-623
Author(s):  
Danielle Tessaro ◽  
Laura Landertinger ◽  
Jean-Paul Restoule
Keyword(s):  
Teacher Education ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Well Being ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Job Transition ◽  
Support Teacher ◽  
Indigenous Teachers

This article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous communities with chronically understaffed schools. This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can be enacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers. Keywords: teacher retention, teacher support, teacher employment, Indigenous teacher education, job transition, Indigenous teachers, Indigenous education, teacher education programs

Blending Digital Content in Teacher Education Programs

2016 ◽  
pp. 286-308 ◽  
Author(s):  
Patricia Dickenson ◽  
Cynthia Sistek-Chandler
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Current Trends ◽  
The Status

Teacher Education programs worldwide are engaging in a digital conversation around best practices for supporting and teaching teacher candidates in the creation of digital content for a 21st century blended classroom. This chapter examines the status of teacher preparation in technology and explores current trends for instructors of the NextGen educator. Further the authors share how 21 Century Skills and global competencies among pre-service teachers can be applied in an online learning environment in teacher education programs.

scholarly journals Changing the subject in teacher education: Centering Indigenous, diasporic, and settler colonial relations

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr Martin John Cannon
Keyword(s):  
Teacher Education ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Pedagogical Practices ◽  
Indigenous Populations ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Praxis I ◽  
Approach To Teaching ◽  
The Subject

This paper suggests that, so long as we are focused on racism and colonialism as an exclusively Indigenous struggle, we fail to engage non-Indigenous peoples as “allies” of Indigenous education and sovereignty.  My goal is to place a developing literature on settler-Indigenous alliances into a productive and more explicit dialogue with anti-oppressive educational theory and praxis.  I address two critical questions: 1) How might we engage structurally privileged learners, some of whom are non-Indigenous peoples, to think about colonial dominance and racism in Canada? and 2) How might we work in coalition with privileged learners—and especially with new Canadians—to consider matters of land, citizenship, and colonization?  I conclude by identifying a series of pedagogical practices aimed at the troubling of normalcy—an approach to teaching that disrupts the binary of self/Other.  I consider briefly in turn the implications of this pedagogy for decolonization, the invigoration of teacher education programs in Canada, and the building and rejuvenation of relationships between Indigenous peoples and settler, diasporic, and migrant Indigenous populations.

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