ROLE OF THE TOP MANAGERS IN CO-CURRICULAR PROGRAM IMPLEMENTATION IN PRESERVICE TEACHER EDUCATION INSTITUTES

This study is directly related to understanding the process of co-curricular implementation in a Preservice Teacher Training Institute in Sri Lanka, in order to get the maximum benefit of it with the view of making teacher training more effective in these institutions.

Preservice Teacher Education

This chapter explains in detail the new preservice teacher training curriculum at the University of Jyväskylä and tries to go as deep as possible in understanding a totally new and progressive way of training class and subject teachers. It is not a simple task, so the chapter draws heavily on interviews with the architects of the new preservice teaching education curriculum, as well as from lecturers and university students. In this chapter, preservice teachers are being trained in the new topics of interactions, emotions, and collaboration. To balance the view about preservice teacher education in Finland, the chapter presents a summary of current changes in preservice teacher education at three additional universities: the University of Helsinki, the University of Turku, and the University of Eastern Finland. The University of Jyväskylä has the most progressive view, and although all universities have a common core about teacher education, not all of them have moved as far and as quickly as the University of Jyväskylä. The “dialogue” that the chapter presents among the four universities enriches our understanding of teacher education toward the 2030s.

Increasing LGBTQ+ Competencies in Preservice Teacher Training Programs

As the national conversation forces LGBTQ+ rhetoric into the mainstream, some feel that the landscape is safe for those desiring to be open about their identity as well as for conversations and topics involving LGBTQ+ issues. Those who identify as LGBTQ+ and those who are familiar with or close to them might suggest a differing perspective—one that points to a deficit of safe spaces for discussing and being open about LGBTQ+ issues. While at times controversial, the English language arts classroom has been a forum for addressing issues that are difficult to discuss in other contexts, whether with literature as a backdrop for conversations or by utilizing written expression to work through concerns and questions. Since many educators seem unaware of the need for LGBTQ+ awareness, preservice teacher education is a place to begin. This chapter illustrates the need for equipping preservice teachers with the tools for introducing and discussing LGBTQ+ issues and topics through the context of the English language arts classroom.

Minority College Students and Digital Agency

As noted in the 2017 Horizon Report on Higher Education, it is no longer enough to simply graduate with a degree in a particular discipline; the Hart Research Associates Report also emphasizes the point that employers are requesting that colleges and universities place more emphasis on practical and real-world skills rather than focusing on competencies in broader disciplinary theories that may never be applied practically in the daily workplace setting. In this chapter, the authors look at two specific examples: preservice teacher training and the training of graduate students in epidemiology (STEM). The purpose of this qualitative analysis is to examine and compare the literature related to two primary concepts: (1) access to technology and digital literacy of minority college students and (2) minority serving institution (MSI) response to promoting digital literacy among faculty and students enrolled in clinically based programs.