scholarly journals Teacher Education and Development in Africa: A Modern Perspective

2020 ◽  
Vol 3 (1) ◽  
pp. 107
Author(s):  
Peter Wekesa Wamalwa ◽  
Edwin Nyongesa Masibo
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
New Developments ◽  
Teacher Education Programme ◽  
Emerging Issues ◽  
Education And Development ◽  
Education And Society ◽  
The Relationship

Teacher education programme is a critical component of education and the life of any society. It normally lays the very foundations of the society. It spurs and pushes the various aspects of development in the society through well-established culture and character of such a society. But for this programme of education to perform this development function efficiently it must be well designed, developed and constantly reformed and modernized so as to keep it abreast with the emerging issues both in education and society. This process is only possible through the conduct of regular studies in education and society to establish new developments and also facilitate the generation of relevant innovations to promote the quality of Teacher education programme. However, there is no evidence that such a process has ever been initiated and conducted in Teacher education programme since the inception of this programme in modern Africa. This paper is designed to explore the importance of Teacher education programme in modern Africa, the relationship between Teacher education programme and development in modern Africa, the roe of this programme in modern Africa, strategies of harnessing the programme for development in modern Africa and the challenges of the programme in modern Africa. This narrative is likely to shade light on the need of Teacher education programme in development in modern Africa and the role of innovative research in this process. Hence, set in motion the desired development in modern Africa.

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

scholarly journals Dance Teacher Education: Programme Analysis and Students’ Perceptions

2010 ◽  
Vol 1 (2) ◽  
pp. 64-73 ◽  
Author(s):  
Birute Baneviciutė
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Creative Thinking ◽  
Education Programme ◽  
Teacher Education Programme ◽  
Dance Teacher ◽  
Dance Teachers ◽  
Study Process ◽  
Educational Paradigms

Abstract The principles of education for sustainable development implemented in Lithuanian education system shifted the perceptions of teachers’ roles from disseminating knowledge towards developing students’ competencies of responsible, critical and creative thinking and acting. The objective of this research is to find out whether pre-service dance teachers in Lithuania are ready to meet challenges of contemporary educational paradigms. A questionnaire was administered to 59 pre-service dance teachers, and the analysis of five dance teacher education programmes was carried out. The findings reveal that, in general, pre-service dance teachers are not satisfied with the quality of the study process, although, according to their statement, they acquire the necessary knowledge.

scholarly journals Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

2014 ◽  
Vol 16 (2) ◽  
pp. 39-53 ◽  
Author(s):  
Maria Assunção Flores ◽  
Patrícia Santos ◽  
Sandra Fernandes ◽  
Diana Pereira
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Written Narratives ◽  
Key Issues

Abstract This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

scholarly journals The role of multidisciplinarity in developing teachers’ professional digital competence

2020 ◽  
Vol 4 (3-4) ◽  
pp. 72-89
Author(s):  
Monica Johannesen ◽  
Leikny Øgrim
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Programme ◽  
Interview Data ◽  
Digital Competence ◽  
Teacher Education Programme ◽  
Naturally Occurring

In this article, we describe how multidisciplinary activities in a teacher education programme fostered the development of student teachers’ professional digital competence. Based on naturally occurring and interview data, the authors present three distinct periods of Norwegian teachers’ education with a focus on developing professional digital competence required by national and local regulations; we then present the OsloMet teacher education programme multidisciplinary activities that take place during these three periods. We discuss how various implementation approaches support student teachers´ professional digital competence (PDC) in particular teaching of, with and about technology. The authors conclude that locally implemented material structures are crucial to implementing student teachers’ professional digital competence and arranging for emerging transdisciplinary activities. As such, student teachers’ PDC can be described as a well-orchestrated system of multi-, inter- or transdisciplinary activities that develop student teachers’ competencies in teaching of, with and about technology.

Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries

2017 ◽  
Vol 46 (4) ◽  
pp. 177-193 ◽  
Author(s):  
Lawrence Ingvarson ◽  
Glenn Rowley
Keyword(s):  
Teacher Education ◽  
Quality Assurance ◽  
New Teachers ◽  
National Level ◽  
Positive Association ◽  
Future Teachers ◽  
And Mathematics ◽  
Education And Development ◽  
The Relationship

This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The study used data collected for the Teacher Education and Development Study in Mathematics, which compared the ways in which 17 countries prepared teachers of mathematics for the primary and secondary levels. A consistent positive association was found between the strength of a country’s quality assurance arrangements and future teachers’ knowledge of mathematics and mathematics pedagogy. Countries with strong policies for assuring the quality of new teachers were also found to be among the strongest performers on international tests of mathematics achievement.

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