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Teacher Educator Experiences and Professional Development: Perspectives from the Caribbean
by Jennifer Yamin-AliThis book explores narratives from teacher educators working in university settings in the Caribbean. In the field of teacher education, there has been insufficient focus on teacher educators—those who design and implement teacher education. Using case studies and student voices, this book provides new insights into the work, lives, and identity formation of these practitioners. In doing so, it fills a gap in the literature on teacher educators’ professional practice by bringing to the fore elements of that practice that are usually invisible or taken for granted by administrators, employers, policy makers, and indeed, the practitioners themselves.
Teacher Educator International Professional Development as Ren
by Laura Blythe LiuTeacher-educator international professional development involves personal and professional, research- and practice-oriented, and pragmatic and aesthetic growth. This text encourages teacher educators to explore this work as Ren, or benevolent human beings, in cultivating global professional communities. As faculties engage in Ren as a vital 21st century form of development, new insights may emerge for how to revive and apply this concept in our changing global society. This text begins by discussing evolving concepts of achievement in an era of globalization, contrasting comparative conquest with global notions of relational integrity. Evolving aspects of achievement in 21st century China are also included. The text goes on to explore aspects of 21st century teacher quality and professional development, before presenting a theoretical framework for the international professional development of teacher education faculties as a process of becoming professional individuals, research-based practitioners, and aesthetic engineers. Narrative inquiry, including the aesthetic approach employed in this text, is described as the research method used to explore the development of 15 faculty participants in this text's case study of one teacher education research center at a Chinese university. Findings from the author's two-year immersion at the research site involve three overarching "complementary contrasts," or "tensions held in balance," across the 15 faculties in this study. These tensions included harmonizing (1) community and individuality, (2) adaptability and expression, and (3) authority and compassion. The findings are discussed in light of the original theoretical framework for teacher-educator international professional development by integrating participant interviews, research publications, and further observations into current academic discourse. The text concludes by offering implications for teacher-education practice, research, and policy for China, and other countries including the U. S. , and suggests how the findings connect to global academic discourses on teacher-educator professional development across international settings.
Teacher Educators in Vocational and Further Education (SpringerBriefs in Education)
by Sai LooThis book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector.It offers theoretical frameworks and empirical data to delineate issues relating to teacher educators and training in areas regarding policy, programmes, and pedagogic activities. Some of these areas include the education of teachers in vocational education, the professionalization of teacher educators in a neoliberal education system, and teacher educators' perspectives of a training programme for vocational education and training. Additionally, the areas cover the relevance of coherence in vocational teacher education for teacher educators, the use of questioning strategies for teacher educators, teacher educators and their initial disciplines, journeys and job titles, the relevance of craft and reflectivity of teacher educators, and the importance of teacher education and mentoring scheme. The rationale for this book is that there is a comparative lack of research and related publications on teacher educators and the delivery and design of teacher education facilitation in the sector internationally. Also, the FE sector is viewed as a backwater of educational research compared to the other sectors.
Teacher Induction and Mentoring: Supporting Beginning Teachers (Palgrave Studies on Leadership and Learning in Teacher Education)
by Anthony Clarke Juanjo MenaThis book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.
Teacher Labour Markets during an Era of Economic Boom: China through 1979–2019 (Routledge Series on Learners, Teachers, and the Economy)
by Ji LiuThis book sets out to examine the underlying educational implications of rapid economic transformation, using illustrative analyses of teacher labour markets during the years of unprecedented economic growth in China. Combining historic document archive and empirical micro-level quantitative data, the book examines trends in teacher labour market and their relevant consequences by investigating wage-attractiveness of the teaching profession, consequential shifts in the composition of the teacher force, implications for student learning, and emerging alternative career destinations for teacher exits. While this book focuses on a specific country case, its analytic context is broadly relevant for a range of developing countries that aspire to better understand, through an occupational choice lens, how shifting economic landscapes influence teacher career decisions and consequentially teacher quality and student learning. Teacher policy scholars, comparative education researchers, labour economists, economic and education historians, teacher union researchers, and education policy makers will find this volume of interest.
Teacher Leadership in International Contexts (Studies in Educational Leadership #25)
by Charles F. WebberThis book addresses the critical gaps among understandings of teacher leadership across organizational and cultural contexts. It challenges the use of the term teacher leadership as if there is a widely shared understanding of what it is and what it means for exercising influence and making decisions. The book describes how implicit meanings and competing assumptions about teacher leadership may contribute to uncertainty and confusion in school communities. The authors caution against the incorporation of teacher leadership in international policy making discussions without adequate consideration of contextual, organizational, historical, and cultural differences that may lead to school community members struggling to accommodate the concept or, worse, ignoring other frameworks for facilitating more culturally appropriate decision making. This book shares the findings of research conducted in several North American, European, African, Latin-American, and Australasian contexts as part of the International Study of Teacher Leadership. Study findings are used to posit contextualized conceptualizations of teacher leadership and to offer a perspective for positioning researchers and practitioners in the international teacher leadership discourse.
Teacher Professional Learning in an Age of Compliance
by Susan Groundwater-Smith Nicole MocklerTeacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been 'hijacked' for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers' work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model - engineered from less enduring materials - to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today's conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
Teacher Shortage in International Perspectives: Non-Traditional Pathways to the Teacher Profession
by Axel Gehrmann Peggy GermerThis Open Access volume aims to inspire innovative and culturally-responsive transformations in teacher education practices and policies within Europe and beyond in the context of teacher shortage. It amalgamates the collaborative efforts during several years between the Center for Teacher Education and Educational Research (ZLSB) at TU Dresden University of Technology (Saxony, Germany) and eleven international partners. The articles inside explore different viewpoints on teacher shortage and endeavors to systematically navigate the intricacies of the problem in light of contemporary political shifts, institutional paradigms of universities, and the theoretical contemplations of the respective nations. Researchers from Australia, the Czech Republic, Denmark, the United Kingdom, Germany, Ireland, Japan, Poland, Sweden, Switzerland, and the United States venture into new territories by intertwining the discourse about teacher shortage with alternative routes into the teaching vocation.
Teacher Strike!: Public Education and the Making of a New American Political Order
by Jon SheltonA wave of teacher strikes in the 1960s and 1970s roiled urban communities. Jon Shelton illuminates how this tumultuous era helped shatter the liberal-labor coalition and opened the door to the neoliberal challenge at the heart of urban education today. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears to undermine not just teacher unionism but the whole of liberalism.
Teacher Thinking Twenty Years on: Revisiting persisting problems and advances in education
by Pam M. Denicolo Michael KompfThe papers from the first two International Study Association on Teachers and Teaching conferences are presented in this title as book chapters. Each paper has historical value, marking as they do, both a change in topic focus and a revolution in research practice. They also have a practical value in that they provide a large reference source for,
Teachers Can Be Financially Fit: Economists’ Advice for Educators
by Mark C. Schug William C. Wood Tawni Hunt Ferrarini M. Scott NiederjohnThis book uses relatable case studies to dispense practical financial advice to educators. Written by an expert team of four award-winning economics educators, the book provides an engaging narrative specifically designed for teachers and their unique financial needs. Educators are attracted to the teaching profession for numerous reasons. Prospective teachers enter the profession believing it offers a certain level of job security and good benefits, usually including a defined-benefit, state-funded pension. But things are changing. Pensions vary widely from state to state and even within school districts. Many private schools do not offer even basic 403(b) saving plans and, when they do, they are often not very generous. Much the same can be said of many charter schools and private colleges and universities. The book consists of fourteen chapters covering a comprehensive group of topics specifically curated for educators teaching at the K-12 and university level, including saving for retirement, managing debt, investment strategies, and real estate. Each chapter begins with a case study of an educator in a specific financial situation, which sets the scene for the introduction and explanation of key concepts. The chapters include a Q&A section to address common questions and conclude with a “Financial 911” focusing on a financial emergency related to the chapter topic.
Teachers as Cultural Workers
by Paulo FreireIn Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. Freire’s words challenge all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. He shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By opening themselves to recognition of the different roads students take in order to learn, teachers will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. In essays new to this edition, well-known and respected educators Peter McLaren, Joe Kincheloe, and Shirley Steinberg add their reflections on the relevance of Freire’s work to the study and practice of education across the globe.
Teachers as Cultural Workers: Letters to Those Who Dare Teach
by Paulo FreireThis book challenges all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. Freire speaks directly to teachers about lessons he has learned during a lifetime of experience as an educator.
Teachers as Professional Learners: Contextualising Identity across Policy and Practice
by Ellen Larsen Jeanne Maree AllenDrawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.
Teachers' Participation in Professional Development: A Systematic Review (SpringerBriefs in Education)
by Claudia KrilleThis book presents a systematic literature review focusing on studies examining teachers’ participation in professional development (PD) within Germany, Austria, and Switzerland since 1990. It has identified 81 relevant studies and summarizes the results while answering the following research questions: What are teachers’ self-reported reasons participate in formal PD? What barriers do teachers report that prevent them to participate in formal PD? What individual and context characteristics are associated with teachers’ PD behavior? Teachers’ PD is considered to be an important part of the teaching profession. It is seen as a tool for constant further development for teachers to adapt to changing standards in schools and classrooms, requirements for students, and personal challenges associated with the daily work in school. However, it is repeatedly claimed that there is no sufficient research with regard to teachers’ participation in formal PD, as well as of aspects that may influence their PD behavior. In spite of a large number of studies that contribute to this question within Germany, Austria, and Switzerland, only a few of them are cited regularly. Since much of this research is published in German, the results are not accessible for international researchers and comparisons between different countries. This comprehensive review makes these result accessible.
Teachers' Perspectives on Finnish School Education
by Eduardo Andere M.This superbly researched study offers a chalk-face perspective on the secret of Finland's educational success. Providing an intimate and revealing portrait of the Nordic nation's schools and its teacher training system, it sets out to explain why Finland's students consistently rank top, with low variance and moderate inputs, among OECD countries across the range of criteria, from reading to mathematics. Alongside the detailed analysis culled from many hours of interviews with teachers and principals and dozens of visits to school throughout the country, the author maps the educational landscape of Finland: the sector's history, culture and development, its guiding principles, methodologies, and learning environments. The result is a cogent assessment of how and why Finland is universally regarded as a high-grade educational exemplar. The volume provides the hundreds of researchers, teaching professionals, and policy makers who visit Finland in search of inspiration with essential background material on the country's magic educational ingredients, which include a highly motivated cohort of well-trained teachers, a recognition of the vital importance of early years education and nurture, functional and inviting learning environments, and a rejection of pedagogical dogma in favour of developing methodologies that produce results at the same time as fostering students' confidence and collegiality. At the same age, Finland's schoolchildren have roughly one less year of formal schooling than most of their international counterparts, do not consider themselves to be overworked, and rank alongside hot-housed Singaporean or South Korean youngsters in international assessments of achievement. They are the educational equivalent of world-beating sports stars who make success appear effortless. This volume lifts the lid on the hard work and careful planning that underpin their achievements.
Teaching American History in a Global Context
by Jim Davis Carl J. GuarneriThis comprehensive resource is an invaluable teaching aid for adding a global dimension to students' understanding of American history. It includes a wide range of materials from scholarly articles and reports to original syllabi and ready-to-use lesson plans to guide teachers in enlarging the frame of introductory American history courses to an international view.The contributors include well-known American history scholars as well as gifted classroom teachers, and the book's emphasis on immigration, race, and gender points to ways for teachers to integrate international and multicultural education, America in the World, and the World in America in their courses. The book also includes a 'Views from Abroad' section that examines problems and strategies for teaching American history to foreign audiences or recent immigrants. A comprehensive, annotated guide directs teachers to additional print and online resources.
Teaching Business Discourse (Research And Practice In Applied Linguistics Ser.)
by Cornelia Ilie Catherine Nickerson Brigitte PlankenThis book presents research in business discourse and offers pedagogical approaches to teaching business discourse in both classroom and consultancy contexts that address the key issues of dealing with different types of learners, developing teaching materials and evaluation. Drawing on the authors’ extensive experience of researching business discourse from a variety of different perspectives including pragmatics, discourse analysis, rhetoric, and language for specific purposes, it demonstrates how these approaches may be applied to teaching. Each chapter includes a list of additional readings, together with a number of practical tasks designed to help readers apply the materials presented. Case studies are used throughout the book to illustrate the concepts, thus equipping readers with a set of research tools to extend their own understanding of how language and communication operate in business contexts, as well introducing them to a variety of research-based ideas that can be translated easily into a classroom setting. The book is cross-cultural in scope as it includes perspectives from a range of different contexts. It represents a significant advance in current literature and will provide a valuable resource for students and scholars of applied linguistics, business communication, and business discourse, in addition to teachers of Business English.
Teaching Business Education 14-19
by Martin Jephcote Ian AbbottWritten in association with the EBEA, this authoritative text provides a comprehensive and insightful study of current curriculum development and classroom practice with business education. Up-to-date, practical and covering the very latest issues, it presents: * Advice on planning courses and managing the curriculum * The latest developments in 14-19 * Guidance on the emerging work-related curriculum * A focus on key topics such as enterprise education, e-learning and citizenship * A teacher-reviewed annotated resource guide of text-based and web-based resources.
Teaching Business Sustainability Vol. 2: Cases, Simulations and Experiential Approaches
by Chris GaleaIf there is one area of business education that requires out-of-the-box, creative thinking it is sustainability. Business sustainability, because of its relative newness (and hence uncertainty), its dependence on interdisciplinary thinking, its need to work with different stakeholders and its non-traditional operating approaches, demands that we train our managers in wholly new ways. This need for new and non-traditional teaching approaches is reflected in this collection of unorthodox teaching pedagogies. The underlying philosophy behind them is that deep learning for sustainability needs ultimately to be experiential: that is, learning while doing rather than a passive absorption of facts and figures. While much of the underlying theory of sustainability may be taught using more traditional lecture and reading approaches, the implementation of true business sustainability requires students to experiment – to win and lose – while grappling with the myriad challenges and frustrations posed by sustainability: the same challenges and frustrations, one might add, that companies intent on implementing sustainability face on a daily basis in the world in which they operate. The aim is to create a learning environment where students themselves take control over their own learning. This book – a companion volume to Teaching Business Sustainability 1: From Theory to Practice (Greenleaf Publishing, 2004) – focuses on four main categories of experiential pedagogy: case studies, hands-on exercises, role-play simulations and active learning teaching exercises. It includes contributions from a range of experts in global sustainability education who provide their expertise with class-hardened teaching materials. Teaching Business Sustainability 2 will be an invaluable resource both for educators working in a wide range of academic disciplines, looking for inspiration and guidance on how to teach business sustainability, as well as for organisations looking to reinvigorate internal management education programmes to factor in corporate responsibility and sustainability issues.
Teaching Business Sustainability: From Theory to Practice
by Chris GaleaThere are many challenges facing educators in the field of sustainability. This text aims to analyze the state of the art in teaching business sustainability worldwide, and what teaching practices and tools are achieving successful results.
Teaching Case Studies for Tourism and Hospitality in Asia and The Pacific: With Cartoon Illustrations (Perspectives on Asian Tourism)
by Cindy Lee Ranjana Tiwari Madalyn Scerri"Teaching Case Studies for Tourism & Hospitality in Asia and The Pacific – With Cartoon Illustrations" represents a creative contribution to the field of tourism and hospitality education. By combining teaching case studies with cartoon illustrations, this resource aims to stimulate curiosity, encourage intellectual exploration and empower the development of future industry professionals. This book introduces readers to real-life industry case studies and the challenges inherent in the Asia-Pacific region's tourism and hospitality business contexts. It equips students with the knowledge and skills needed to navigate the variety of situations in the industry and provides valuable practical applications for when they enter the workforce. The case studies featured in the book can be used as teaching tools in tertiary tourism and hospitality education. Using the teaching notes, educators are able to stimulate discussions and classroom activities to unpack key themes, ideas, concepts, and theories within the case to facilitate active learning.
Teaching Cases in Tourism, Hospitality and Events
by Andrés Artal-Tur Hugues Seraphin Kalliopi Fouseki Vasantha Lakshmi Professor Maximiliano Korstanje Julia N Albrecht Colin Seymour Dr Binh Nghiem-Phu Alejandra Zuccoli Willem Coetzee Clara Cubillas-Para Delly M. Chatibura Aarti Dangwal Sushant M. Desale Joo-Ee Gan Su Gibson Matt Gnagey Kathryn Hayat Jamie Hoffman Pilar Jiménez-Medina Rohan Jugran Ilias Krystallis Mohit Kukreti Kimberley Camelia Langstieh Rachel Hyunkyung Lee Tiffany S. Legendre Sarat Kumar Lenka Kamakshi Maheshwari Drew Martin Miguel Mayol-Tur Amitabh Mishra Snigdha Mishra Cass Morgan Nametsegang Motshegwa Selvalakshmi Muthuvelu Preeti Narendra José Miguel Navarro-Azorín Naresh P Nayak Evarisa M. Nengnong Maria Isabel Osorio-Caballero Kabila Ramanathan Dr Senthilkumaran Piramanaygam Andrea Salustri Shwetasaibal Samanta Sahoo Noelia Sánchez-Casado Kader Sanliöz-Özgen Abhijeet Shirsat Chandradeep Singh Hang T.B. Tran Ranjana Tiwari Alan Vijay V. J. SivakumarThe tourism, hospitality and events industries comprise one of the largest and most diverse workforces in the world, creating high demand for graduates with strong technical and managerial competencies. Case-based learning encourages students to think, understand, and apply the concepts and theories they're taught into practical, everyday situations faced in the world of work. Providing a broad selection of extensive global cases, this book forms a comprehensive one-stop-shop resource for readers to test their analytical skill and abilities in solving complex management issues. Cases include teaching notes to reflect theoretical perspectives, as well as questions, detailed learning activities and solutions. The book covers: - General management, including innovation, ethics, and sustainability; - Strategic management, including business models, SWOT analyses and internationalisation; - Human resource management, including motivating employees, conflict management and work-life balance; - Marketing, including managing service quality, branding and new service development; - Financial management, including budgeting, risk management and forecasting; - Operations management, including food and beverage delivery, revenue management and health and safety. A useful and engaging read for students of tourism, hospitality and events, this book is also a valuable compilation of examples of practice for people working in industry.
Teaching College-Level Disciplinary Literacy: Strategies and Practices in STEM and Professional Studies
by Juanita C. ButThis volume foregrounds the disciplinary literacy approach to college teaching and learning with in-depth discussions of theory and research, as well as extensive classroom illustrations. Built upon the current work of READ (Reading Effectively Across the Disciplines), a disciplinary literacy program at New York City College of Technology, it presents a broad collection of methodologies, strategies, and best practices with discipline-specific considerations. It offers an overview of the program informed by evidence-based research and practices in college disciplinary learning, describing how its unique model addresses the literacy needs of students in STEM and professional studies. Chapter authors, including administrators, literacy specialists, and content experts discuss program design, professional development, and assessments. They also outline strategies to foster disciplinary literacy pedagogy and college success in five content areas, including Accounting, Architecture, Biology, Electromechanical Engineering, and Mathematics.
Teaching Communication, Skills and Competencies for the International Workplace: A Resource for Teachers of English
by Julio GimenezBacked by evidence and research, this practical book presents an innovative yet comprehensive approach to teaching non-native English speakers the main communication and cultural competencies that are required to succeed in an international English-speaking workplace. Each unit includes strategies for teaching key skills, tasks to encourage reflection and notes on relevant cultural and technological issues. Practical features in each unit include lesson plans and materials, insights from research, extension tasks, reflection activities and further readings. Supported by current learning theories, key teaching methodologies and assessment materials, the chapters address the challenges that non-native English speakers may face in the international English-speaking workplace. Areas of focus include: Job hunting Job applications Interviews Interpersonal, written and spoken communication Performance appraisals Applying for promotions Written for pre-service, practicing and future teachers, with specific guidance for each role, this is an essential resource for all educators who want to confidently address the challenges that non-English speakers may encounter at work, including linguistic proficiency, cultural awareness and the use of technology.