Teacher Education in the 21st Century - Emerging Skills for a Changing World最新文献

The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training 革命的媒体教育十年:从教科文组织到著名的教师培训课程

Teacher Education in the 21st Century - Emerging Skills for a Changing World Pub Date : 2021-05-12 DOI: 10.5772/INTECHOPEN.97804

Paula Renés-Arellano, Ignacio Aguaded, M. Hernández-Serrano

{"title":"The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training","authors":"Paula Renés-Arellano, Ignacio Aguaded, M. Hernández-Serrano","doi":"10.5772/INTECHOPEN.97804","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.97804","url":null,"abstract":"Nations across the globe are immersed in a technological revolution—intensified by the need to respond to COVID-19 issues. In order to be critical and responsible citizens in the current media ecosystem, it is important that students acquire and develop certain skills when consuming and producing information for and when communicating through the media. This is a major challenge that educational systems worldwide have to face. Hence, new curricula in media education to guide future teachers towards the successful acquisition of new media skills have been proposed. The aims of this work are to conduct a theoretical approach to this worldwide technological and media evolution in the past decade, to make an in-depth comparison between the Curriculum for teachers on media and information literacy published by the UNESCO (2011) and the publication of the new AlfaMed Curriculum for the training of teachers in media education (2021). This framework starts by providing an extensive analysis of the key elements of both curricula and of their corresponding modules, establishing, thus, a constructive comparison while updating them, according to the needs, changes, and realities that have taken place regarding digital literacy in the past decade. Finally, the chapter concludes with the detailing of the challenges and with proposals for teacher training in media and information literacy.","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132320321","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: 2

Linguistic Diversity and Comparability in Educational Assessment 教育评价中的语言多样性与可比性

Teacher Education in the 21st Century - Emerging Skills for a Changing World Pub Date : 2021-05-03 DOI: 10.5772/INTECHOPEN.97405

Helena Reierstam, M. Hellstén

{"title":"Linguistic Diversity and Comparability in Educational Assessment","authors":"Helena Reierstam, M. Hellstén","doi":"10.5772/INTECHOPEN.97405","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.97405","url":null,"abstract":"This chapter reports on recent mixed method research investigating the comparability between assessment in relation to linguistic and cultural diversity. It takes as its premise that assessment is an integral part of instruction that becomes a main component for attaining of equal opportunities. Therefore, assessment plays a key role in terms of the wider consequences at both individual and societal levels. One of the central functions of assessment is its measure of quality assurance and comparability for grading to such an extent that it is readily employed to indicate evidence of student achievement of standards and quality. This may sometimes present issues in terms of learner diversity. We focus on the challenges facing teaching in linguistically diverse learning settings in which a foreign language may be used as an alternative to instruction. Here we draw on a recent study from two separate multilingual learning contexts in Sweden. We shed light on the generic questions arising from such disjuncture in these linguistically diverse educational sites as evidence on a call for much needed scholarly attention on the quality aspect in assessment.","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116002718","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

Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education 通过幼儿教师教育促进LGBT+社会公正基金会

Teacher Education in the 21st Century - Emerging Skills for a Changing World Pub Date : 2021-03-25 DOI: 10.5772/INTECHOPEN.96522

Adam S. Kennedy

{"title":"Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education","authors":"Adam S. Kennedy","doi":"10.5772/INTECHOPEN.96522","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96522","url":null,"abstract":"This chapter presents a framework for early childhood (EC) teacher education experiences that align with aims of LGBT+ (lesbian, gay, bi, trans, plus other identities) social justice. The chapter begins with an introduction to the populations addressed: children of LGBT-led families, trans people, children who represent gender diversity, and LGBT+ teachers. Ethical and teaching responsibilities of educators who serve children aged birth to five are shared, including the work of authors in the interrelated fields within EC education. Examples of supportive educator competencies are shared across three critical aims: including and supporting LGBT-led families, supporting children’s explorations of gender (including combating gender bias), and supporting LGBT+ educators. Next, a model for authentic, field-based EC educator preparation is presented, including strategies for better linking preparation to practice. Finally, resources for EC educators and those who prepare them are provided. The overall goal of the chapter is to integrate topics, competencies, and issues typically treated separately into a more holistic view of the possibilities within EC teacher education to enhance the inclusivity of preparation programs, broaden the knowledge and skills of pre-service educators, and positively influence the lives of LGBT+ individuals.","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127028936","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

A Guide for Deconstructing Social Reproduction: Pedagogical Conocimientos within the Context of Teacher Education 解构社会再生产指南:教师教育语境下的教学经济学

Teacher Education in the 21st Century - Emerging Skills for a Changing World Pub Date : 2021-03-25 DOI: 10.5772/INTECHOPEN.96213

Jesus Jaime-Diaz, Josie Méndez-Negrete

引用次数: 1

Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe 破解教师教育的数字鸿沟:全球的三个视角

Teacher Education in the 21st Century - Emerging Skills for a Changing World Pub Date : 2021-03-08 DOI: 10.5772/INTECHOPEN.96206

Steinar Thorvaldsen, Siri Sollied Madsen

引用次数: 1

Preparing Practice-Based Researchers for Diverse Classrooms: A Pathway for Teacher Education 为多样化课堂培养实践型研究人员:教师教育之路

Teacher Education in the 21st Century - Emerging Skills for a Changing World Pub Date : 2021-02-18 DOI: 10.5772/INTECHOPEN.96398

Catherine Lammert

{"title":"Preparing Practice-Based Researchers for Diverse Classrooms: A Pathway for Teacher Education","authors":"Catherine Lammert","doi":"10.5772/INTECHOPEN.96398","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96398","url":null,"abstract":"Twenty-first century educators are faced with new dilemmas, as well as new opportunities. In response to the increasing racial, cultural, and linguistic diversity of students, some school districts and states have implemented policies mandating particular curriculum. However, evidence increasingly shows that teachers who are effective in diverse classrooms are adaptive and responsive rather than strictly adhering to scripted curriculum. One proposed solution is preparation to conduct practice-based research as part of teaching. Practice-based research is a method of studying ones’ own teaching that draws on action research, design-development research, and transformative research. As a method through which teachers define questions, explore solutions, and share successes in professional communities, practice-based research holds tremendous potential to support teachers in diverse classrooms as they work to teach in culturally sustaining ways despite external pressures. This chapter begins with the history of action research and the tradition of teachers conducting research on their practice. Then, examples of practice-based research in literacy teacher education settings from a review of the research literature are provided to demonstrate the challenges, opportunities, and design features for this work. The chapter concludes with recommendations for teacher education policies, for teacher educators, and for practice.","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130839986","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