scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

Teacher Education Research

2017 ◽  
Author(s):  
Ian Menter
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Large Scale ◽  
The United States ◽  
Theory And Practice ◽  
Social Significance ◽  
The Relationship ◽  
Teacher Education Research

Although teacher education has been recognized as a key aspect of educational policy and practice, especially over the past few decades, the research undertaken to inform policy is in many respects inadequate. Drawing on reviews of such research as has been undertaken in Europe, the United States, Australasia as well as other parts of the world, we can identify the key questions for teacher education researchers. These include such topics as the relationship between theory and practice in professional learning, the significance of partnerships between schools and higher education institutions, the relationship between preservice teacher education and ongoing professional learning and the nature of the assessment of beginning teachers. Three approaches to teacher education research may be defined, and all of them are important in the quest for better understanding of the field. These three approaches are research in teacher education—mainly carried out by teacher education practitioners; research on teacher education—mainly carried out by education policy scholars; and research about teacher education—carried out by scholars in a range of disciplines and seeking to explore the wider social significance of teacher education. An exploration of each of these three approaches reveals that there is a serious dearth of large-scale and/or longitudinal studies that may be seen as genuinely independent and critical. This suggests that there is a large agenda for future teacher education research.

scholarly journals A dicotomia entre teoria e prática na formação do enfermeiro docente

2018 ◽  
Vol 8 (22) ◽  
pp. 93
Author(s):  
Marcus Vinicius da Rocha Santos da Silva ◽  
Francidalma Soares Sousa Carvalho Filha ◽  
Franc-Lane Sousa Carvalho do Nascimento ◽  
Tairo Barros Branco ◽  
Najra Danny Pereira Lima ◽  
...  
Keyword(s):  
Teacher Education ◽  
Nursing Education ◽  
Literature Review ◽  
Scientific Production ◽  
Theory And Practice ◽  
Initial Training ◽  
Teaching Activity ◽  
Nursing Professionals ◽  
Current Guidelines ◽  
Education Nursing

Analisar a produção científica sobre a dicotomia existente entre a teoria e a prática na formação do enfermeiro docente. Revisão integrativa da literatura utilizando as seguintes bases de dados: LILACS, BDENF e MEDLINE, mediante a utilização da associação dos descritores: educação em enfermagem and docentes de enfermagem and práticas do docente de enfermagem, obtendo-se 14 estudos. O período de busca foi 2006 a 2015. A formação inicial nos cursos de graduação em enfermagem apresenta deficiências quando se trata de formar profissionais enfermeiros para a atividade docente, uma vez que ela se pauta na formação norteada pelo modelo tecnicista, hospitalocêntrico, que contraria as diretrizes atuais, e privilegia um enfoque mais centrado na saúde coletiva. Há necessidade de formação, seja inicial e/ou continuada, voltada ao enfermeiro docente, para que a ciência da enfermagem seja direcionada rumo à autoconstrução de forma integral, consciente e emancipada.Descritores: Educação em Enfermagem, Docente de Enfermagem, Prática do Docente de Enfermagem.The dichotomy between theory and practice in teacher educationAbstract: To analyze the scientific production about the dichotomy existing between theory and practice in teacher education. Integrative literature review using the following databases: LILACS, BDENF and MEDLINE, using the association of descriptors: nursing education and nursing teachers and practices of the nursing teacher, obtaining 14 studies. The search period was from 2006 to 2015. The initial training in nursing undergraduate courses presents deficiencies when it comes to training nursing professionals for teaching activity, since it is based on the training guided by the technicist, hospital-centered models that contrary to current guidelines, and favors a more focused approach to collective health. There is a need for training, either initial and / or continuous, aimed at teaching nurses, so that the science of nursing is directed towards selfconstruction in an integral, conscious and emancipated way.Descriptors: Nursing Education, Nursing Teacher, Nursing Teacher Practice.La dicotomía entre teoría y práctica en la formación del enfermero docenteResumen: Analizar la producción científica sobre la dicotomía existente entre la teoría y la práctica en la formación del enfermero docente. Revisión integrativa de literatura utilizando las siguientes bases de datos: LILACS, BDENF y MEDLINE, mediante la utilización de la asociación de los descriptores: educación en enfermería y docentes de enfermería y prácticas del docente de enfermería, obteniendo 14 estudios. El período de búsqueda fue de 2006 a 2015. La formación inicial en los cursos de graduación en enfermería presenta deficiencias cuando se trata de formar profesionales enfermeros para la actividad docente, una vez que ella se pauta en la formación orientada por el modelo tecnicista, hospitalocéntrico, que contrarresta las directrices actuales, y privilegia un enfoque más centrado en la salud colectiva. Hay necesidad de formación, sea inicial y/ou continuada, orientada al enfermero docente, para que la ciencia de la enfermería se a dirigida hacia la autoconstrucción de forma integral, consciente y emancipada.Descriptores: Educación en Enfermería, Docente de Enfermería, Práctica del Docente de Enfermería.

The Sociohistorical Evolution of the Language of Culturally-Based Pedagogy and its Impact on Teacher Education

2020 ◽  
pp. 004208592095912
Author(s):  
Donna L. Pasternak ◽  
Leanne M. Evans ◽  
Kelly R. Allen ◽  
Crystasany R. Turner ◽  
John M. Knapp ◽  
...  
Keyword(s):  
Urban Education ◽  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Historical Context ◽  
Ways Of Knowing ◽  
Research And Practice ◽  
Culturally Based ◽  
Teacher Education Research

The purpose of this literature review was to examine how language is used to describe and advance culturally-based pedagogy to critically reflect on the language employed in teacher education research. Our intent was to understand the terminology that has moved conversations of equity, diversity, and cultural ways of knowing to the center of urban education research and practice. Findings indicate the discourse of culturally-based pedagogy relies upon: (1) the exploration of the construct of culture, (2) the knowledge of the socio-historical context of specific terminology, and (3) a perspective that discourse is generative and dynamic.

Especially for Special Educators

1976 ◽  
Vol 42 (5) ◽  
pp. 244-252 ◽  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Research ◽  
Special Educators ◽  
Exceptional Children ◽  
Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

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