Teacher Education in the 21st Century最新文献

Advanced Digital Competence of the Teacher 教师高级数字能力

Teacher Education in the 21st Century Pub Date : 2019-05-02 DOI: 10.5772/INTECHOPEN.83788

M. Tsvetkova, V. Kiryukhin

引用次数: 4

Leagility in Pedagogy: Applying Logistics and Supply Chain Management Thinking to Higher Education 教学中的灵活性:物流与供应链管理思想在高等教育中的应用

Teacher Education in the 21st Century Pub Date : 2019-04-03 DOI: 10.5772/INTECHOPEN.85264

R. Morien

{"title":"Leagility in Pedagogy: Applying Logistics and Supply Chain Management Thinking to Higher Education","authors":"R. Morien","doi":"10.5772/INTECHOPEN.85264","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.85264","url":null,"abstract":"Higher Education Institutions (HEIs) are commercial organisations facing the same operational problems as any business organisation, thus needing an appropriate business model, particularly for the teaching and learning processes which we refer to as the pedagogical system. The Logistics and Supply Chain Management (LSCM) paradigms are suggested as this new business model. The terminology of “agile education”, “agile pedagogy”, “the agile classroom”, and “lean education” imply similar constructs for education derived from the literature on LSCM, and the intention is to overcome the perceived 8 wastes of education, based on the 8 wastes of manufacturing from the lean thinking model. The Internet is discussed in terms of it being both a disruptive and enabling technology for educationalists and students alike. A high level of digital literacy is now required of both. This paper is a discursive discussion, based on personal experience and perceptions of the author in the university sector. The educational research paradigm known as the “teacher-researcher” or “the teacher as researcher in the classroom” is elaborated, together with Educational Action Research, to meet the possible criticism of this proposal and discussion as being based on the personal opinions of the author.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"3235 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127485548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Modernization and Development of Arts Education: Spiritual and Worldview Alternative 艺术教育的现代化与发展:精神与世界观的选择

Teacher Education in the 21st Century Pub Date : 2019-04-03 DOI: 10.5772/INTECHOPEN.85375

O. Oleksiuk

{"title":"Modernization and Development of Arts Education: Spiritual and Worldview Alternative","authors":"O. Oleksiuk","doi":"10.5772/INTECHOPEN.85375","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.85375","url":null,"abstract":"In the field of artistic education, the issue of modernization is considered in different contexts. In this chapter, the modernization of artistic education is considered as improvement, advancing, updating, and changes in accordance with the requirements of time and the macro-process of transition from the traditional view of education to innovation and its relationship with spiritual-ideological traditions. The main purpose of the modernization of artistic education is to improve the quality of the system through transformations and enhance its ability to respond adequately to the challenges of the time. The main challenge is globalization. Two philosophical concepts are considered—the concept of anthropological pedagogy and the concept of living knowledge. The basis for the modernization of the content of artistic education is a synergistic approach, which involves the integration of scientific knowledge, in particular, natural sciences and humanities. The task of artistic pedagogy is to establish a holistic view of a person, and it cannot be compensated at the objective level by traditional technologies. Integrity is a measure of spirituality, humanity, and the creative fiction of education. In the content of modern artistic education, special values are acquired by integrated special courses designed to guide future specialists in the specificity of the development of the individual’s spiritual potential, on the value basis to formulate conceptual positions aimed at preserving and enhancing spiritual and ideological values.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131076429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Professional Development as a Panacea for Lively Classrooms in South Africa: Experiences of Life Sciences Teachers in the Bojanala District (North West Province) 专业发展是南非生动课堂的灵丹妙药:西北省博贾纳纳地区生命科学教师的经验

Teacher Education in the 21st Century Pub Date : 2019-03-26 DOI: 10.5772/INTECHOPEN.83471

F. Teane

{"title":"Professional Development as a Panacea for Lively Classrooms in South Africa: Experiences of Life Sciences Teachers in the Bojanala District (North West Province)","authors":"F. Teane","doi":"10.5772/INTECHOPEN.83471","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.83471","url":null,"abstract":"This chapter focuses on how the professional development of teachers influ-ences the teaching and learning process in schools. In the chapter, the experiences of Bojanala East District (North West Province) Life Sciences teachers with regard to the professional development support they received from the Department of Education and Training are explored. Subsequent to 1994, South African Life Sciences teachers were subjected to a plethora of educational policy reforms, all of which affected the content of and the teaching approach to Life Sciences as a subject. In all these reforms, the Department of Basic Education organised professional development workshops as an in-service teacher training (ITT) to empower teachers in respect of the new policies. The study sheds light on whether or not the training (according to teachers) enhanced the teaching and learning processes in the classrooms. A qualitative research approach was used in the study and a purposeful sampling technique was employed to select participants. The researcher used one-on-one interviews and a single focus group to collect data. Drawing on the findings of this study and on support uncovered in the literature, indications are that the in-service training programmes left teachers incompetent in terms of dealing with both the new approach and the new content due to the programmes not addressing teachers’ needs.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124025727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective 将残障学生纳入体育教师预备计划:制度视角

Teacher Education in the 21st Century Pub Date : 2019-03-19 DOI: 10.5772/INTECHOPEN.85268

R. Lidor, Y. Hutzler

{"title":"Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective","authors":"R. Lidor, Y. Hutzler","doi":"10.5772/INTECHOPEN.85268","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.85268","url":null,"abstract":"The increasing number of students with disabilities who have the goal of becoming a teacher in either elementary or high school is one of the challenges we are currently facing at the academic colleges of education in Israel. In this chapter, we address the inclusion challenge, namely how we have taken up the challenge to modify one existing teacher preparation program (TPP) in physical education (PE) to enable students with disabilities to study at the same level as the other students who are enrolled in the program. The chapter is composed of four sections. In the first section, we introduce the term inclusive education, elaborate upon its con-cepts, and highlight a number of developmental phases associated with this term. In the second section, we present the theoretical background and the practical frameworks of an inclusive pedagogy. In the third section, we describe a number of actions taken in one college that enabled students with disabilities to enroll in a PE TPP. In the fourth section, we conclude our discussion and provide a number of ideas for future research, in order to strengthen the understanding of how to integrate students with disabilities in PE TPP.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128062222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Prospective Teachers’ Role in the Construction of Authentic Pedagogical Content Knowledge 准教师在真实教学内容知识建构中的作用

Teacher Education in the 21st Century Pub Date : 2019-03-15 DOI: 10.5772/INTECHOPEN.84289

Mamsi Ethel Khuzwayo

{"title":"Prospective Teachers’ Role in the Construction of Authentic Pedagogical Content Knowledge","authors":"Mamsi Ethel Khuzwayo","doi":"10.5772/INTECHOPEN.84289","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84289","url":null,"abstract":"The views and experiences presented in this chapter highlight the initiative of the teacher educator to adapt ideas that characterise twenty-first century teachers. An emerging trend in teacher education and training pioneers critical thinking and reflective classroom practice which are considered to be pillars for the development of competent teachers who are equipped with theoretical and applied competences. The foundations of conceptual ideas shared in this work are: ‘engagement scholarship’ and ‘critical reflections’, which propose the discourse in the education and training. Critical analysis of these two broad concepts provides a conceptual framework to articulate techniques and strategies to engage prospective teachers in collaborative learning activities. The observations of engagement and critical reflective collaborations of students were analysed. The findings of the action research contribute to the practical knowledge of engagement scholarship and development of critical reflective practitioners. This chapter upholds the perception that the shift from traditional practices and strategies entails analysis of the needs of teachers in a democratic, open and non-discriminatory society. The findings of the action research prove that prospective teachers have the potential to develop pedagogical content knowledge, which is relevant to real-life classroom experience.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124897593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Changing Landscape of Leadership in Early Childhood Education in China 中国幼儿教育中领导力的变化

Teacher Education in the 21st Century Pub Date : 2019-03-05 DOI: 10.5772/INTECHOPEN.84799

Dora Ho, Mo Wang, Pan He

{"title":"The Changing Landscape of Leadership in Early Childhood Education in China","authors":"Dora Ho, Mo Wang, Pan He","doi":"10.5772/INTECHOPEN.84799","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84799","url":null,"abstract":"This chapter aims to offer a theoretical discussion on the changing landscape of leadership and explores the emerging practice of teacher leadership in ECE in China. In 2010, the central government of China introduced several waves of policies relating to teacher professional development to improve and promote the quality of ECE. The global discourses mainly developed in the West have indicated that school leadership plays an important role in promoting teachers’ professional development and the quality of education. These discourses have influenced the agenda for educational reform in China as reflected in the recent strategies formulated for the development of school leadership in ECE. Historically, ECE teachers have been viewed as babysitters rather than as educators, and preschool principals have been considered policy implementers and school managers rather than school leaders of innovation and change. This chapter discusses the changing landscape of school leadership in China’s ECE and how it is influenced by a hierarchical culture. It is argued that the practices of school leadership have been largely centralised in the hands of preschool principals, alongside of which there has been an emergence of teacher leadership co-exercised with principalship in home-school networks and teaching research groups.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132822974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

A Professional Development Program for Beginning High School Teachers 初任高中教师的专业发展计划

Teacher Education in the 21st Century Pub Date : 2019-03-05 DOI: 10.5772/INTECHOPEN.83649

Cristina Maciel de Oliveira

{"title":"A Professional Development Program for Beginning High School Teachers","authors":"Cristina Maciel de Oliveira","doi":"10.5772/INTECHOPEN.83649","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.83649","url":null,"abstract":"This paper presents a professional development program for beginning high school teachers. The program was designed after identifying, characterizing and evaluating the professional training needs of beginning teachers, using quantitative and qualitative methodologies via interviews and surveys. With a framework in personalized education and in constructivist theory—both related to professional development for such teachers—and in adult transformative learning theory, the program promotes personal pedagogy which guides teachers to clarify the meaning of their role in the twenty-first century. The program fosters a model of formative learning that is more related to the knowledge of the beginning teacher regarding the reality of teaching and learning, the pedagogical subject, the school environ-ment and capacity to act on the educational situation, than to specific disciplinary contents. The contents on which the program is structured are oriented to the systematic observation of pedagogical practice, to the knowledge of adolescents and their learning as a reason for it, to teaching in diversity and to the significance of being a teacher of secondary education.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121364213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Challenges Faced by Educators in the Implementation of Continuing Professional Teacher Development (CPTD): Gauteng Province 教育工作者在实施专业教师持续发展(CPTD)中面临的挑战:豪登省

Teacher Education in the 21st Century Pub Date : 2019-03-01 DOI: 10.5772/INTECHOPEN.84836

G. Bernadine

{"title":"Challenges Faced by Educators in the Implementation of Continuing Professional Teacher Development (CPTD): Gauteng Province","authors":"G. Bernadine","doi":"10.5772/INTECHOPEN.84836","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84836","url":null,"abstract":"Continuing Professional Teacher Development (CPTD) is a system that encourages educators to grow professionally. CPTD is managed by the South African Council for Educators (SACE). All educators were trained on CPTD system, but implementation at school level is a challenge because most of the teachers are technophobic and Continuing Professional Teacher Development is an electronic system. The purpose of this study is to identify the challenges that educators face in the implementation of Continuing Professional Teacher Development, and suggest improvement measures to the system. This research was a qualitative study based on the diffusion of innovation theory. Data was collected through interviews and document analysis. A total of 2 school principals and 10 educators and 2 union members and 2 district officials were purposely selected. Thematic method of data analysis was conducted. Conclusions and recommendations were drawn based on analyzed data. The study revealed that there is minimal support and monitoring taking place in schools. In addition, educators are demotivated since CPTD has no monitory incentive like Integrated Quality Management System. The study recommended that with relevant monitoring and support, educators can be motivated to participate in CPTD programmes, and professional development can be a reality.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130555910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

A Different Kind of Teacher for a Different Kind of School 不同的老师，不同的学校

Teacher Education in the 21st Century Pub Date : 2019-02-14 DOI: 10.5772/INTECHOPEN.84372

John Fischetti

{"title":"A Different Kind of Teacher for a Different Kind of School","authors":"John Fischetti","doi":"10.5772/INTECHOPEN.84372","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84372","url":null,"abstract":"The current ‘old school’ paradigm of teaching and learning is based on students sitting passively in rows, completing a required syllabus in the order they are told to do so, and with very little choice. Assessment systems sort children and reinforce the status quo, promoting learning for ‘some’. In the ‘new school’ paradigm, schools will no longer be places young people go to watch their teachers work. They are learning centres, with student engagement at the forefront and personalized approaches focussing the instruction on the needs of the learner. In this dynamic learning environment, a new approach to classroom and school leadership is vital. The implications of learning for ‘all’ are profound for teacher education. Schools of Education mostly place our students in schools as they are, not in schools as they need to be. That means we are replicating and perpetuating obsolescence. In this chapter, I offer a conceptual rationale for the change ahead and propose an internationally developed framework for teacher education to cut across the silos of individual states and provinces governed by individual regulators but where practices may not necessarily be driven by the knowledge base. The work is centred on implementing a Deweyan philosophy of education. We need a different kind of teacher for a different kind of school.","PeriodicalId":101481,"journal":{"name":"Teacher Education in the 21st Century","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121483756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0