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1.
Ruth Rees 《Technology, Pedagogy and Education》2013,22(2):143-161
Abstract This article documents observations of pre-service teachers about how both students and teachers are using information technology in 374 secondary classrooms in Ontario, Canada. Also reported are some of the challenges that have resulted since the advent of this technology in these schools. The findings have direct implications for teacher education. Not only must teacher candidates learn how to use and apply this new technology, but they must be made aware of other issues (such as classroom management issues) stemming from the integration of information technology in the classroom. Teacher education programs must remain current: one way of doing this is to investigate ongoing classroom practices and issues. This article helps to identify both 相似文献
2.
《Studying Teacher Education》2013,9(2):160-178
ABSTRACTOnline teacher education is experiencing significant growth worldwide. One of the major challenges accompanying this growth is that many teacher educators find themselves underprepared and under pressure to design online teacher education courses that reflect their beliefs about what constitutes high-quality teacher preparation practice. Further, teacher educators in disciplines such as special education face additional challenges in developing understandings about the legalities of writing and implementing disability service plans and performing additional testing. In this self-study of online special education teacher education practice, two collaborators worked to identify strategies and practices for professional community building in a class about teaching reading to students with disabilities. The findings highlight issues of teacher educator authority and presence online against other needs to model collegiality and promote scholarly thinking. Researchers in online teaching may find insight into both the cognitive and contextual concerns as they work to enhance online teacher education while they plan their own investigations. 相似文献
3.
Chris Zirkle 《The Teacher Educator》2013,48(3):208-219
Abstract College and university teacher education programs are increasingly required to integrate technology into teacher preparation in response to the requirements of national accreditation groups like the International Society for Technology in Education (ISTE) and the National Council for Accreditation of Teacher Education (NCATE). Delivery of teacher education programs through pure distance education methodologies still has critics. A Web‐enhanced approach, with on‐campus courses and Web‐based information and/or testing as a supplement, is suggested as a compromise. An alternative teacher licensure program in career and technical education at Ohio State University uses this approach extensively, with positive results. This case study explores the use of an alternative teacher licensure program, defines the components of a Web‐based curriculum, and illustrates the benefits and challenges of a Web‐enhanced teacher education program. Student and faculty issues and reactions are outlined, along with strategies for integrating Web‐based activities into courses. Suggested future plans for continuing to infuse technology into teacher education are also discussed. 相似文献
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ABSTRACT Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning. 相似文献
6.
Katharina Resch Eva Hartmüller Sarah Walczuch Sabine Marschall 《Journal of Research in Special Educational Needs》2023,23(4):290-299
Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non-teaching tasks, leading to a knowledge gap in the professionalisation of pre-service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre-service teachers in school development as a professional task at the end of their initial teacher training. The respondents of the interview study are 12 pre-service teachers enrolled at master level in special educational needs at a German university. The findings of the study report on the marginal situatedness of school development in the curriculum, the associated understanding of pre-service teachers of school development and their low assessment of the relevance of school development within special needs education. The study closes with practical recommendations on how to tackle the low level of preparedness for school development tasks in German teacher education. 相似文献
7.
Lex McDonald Rasela Tufue-Dolgoy 《International Journal of Disability, Development & Education》2013,60(3):270-284
The introduction of inclusive education (IE) has been promoted to meet the needs of all students. Initially this was a western-driven ideology but has been adopted by numerous developing countries such as Samoa. In this country, the education of students with special learning needs has followed the usual pattern of development from voluntary provision to government-funded segregated placements, followed by mainstreaming, and finally inclusion in regular schools. This qualitative phenomenologically oriented study gathered data from educators and parents about their perceptions of IE and how it was being implemented. The results indicated that this has not always been an easy transition and many participants in the study, although subscribing to the notion of IE, believe that there are a number of implementation difficulties, particularly around issues of support. In relation to this, IE is regarded as a borrowed policy that has overlooked cultural issues and ownership. A model for future developments is outlined and recommendations for future research are indicated. 相似文献
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互联网技术对于扩大教师培训规模、提高培训效益具有巨大推动作用。新互联网技术的应用在教师培训中能够解决多少问题、发挥多大效益以及可能给教师培训带来多大挑战,都是具有很强政策研究价值的问题。我国教育发展目标和教师培训的现实需求要求教师培训升级换代,虽然互联网技术能在很大程度上优化教师在职培训的过程和效益,但仍然面临全员覆盖与全员参与之间的差距、成本效益的体现和确保未充分解决等挑战。因此,互联网时代做大做强教师培训要在理念、规范引导、经费资源拓展以及专家保障等方面做出努力。 相似文献
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作为网络时代的教师,如何更新观念迎接现代人类学习"信息超载"和"知识碎片化"两大挑战,成为教师专业发展的一个重要课题。基于此,以新建构主义学习理论为依据,以新浪博客的"英语教师专业发展博客"学习平台建设为例,探索如何利用新浪博客、播客、相册和微博等网络功能,整合网络英语教育教学资源,为英语教师教育和教师培训创设进行自主交互式学习的数字化学习平台,并讨论了基于新建构主义学习理论的英语教师专业博客学习平台构建的思路、技术实现及其存在的问题,以期进一步促进英语教师的专业发展。 相似文献
10.
Eileen Scanlon Erica Morris Terry di Paolo Martyn Cooper 《Studies in Science Education》2013,49(1):73-114
This paper describes the current state of science education in Arab states and anticipates some of the challenges faced by those states as they reform their science education. After discussing problems of illiteracy, access and quality we provide contextual information about the structure of the educational systems and describe recent efforts to reform them. We focus on issues pertaining to science curriculum and textbooks, language, religion, student learning in science, science teacher education and science education research and summarise the challenges and opportunities for research faced in each area. We conclude the paper by proposing a set of policy and research recommendations that could aid in the development of lasting solutions for recurring problems. 相似文献
11.
Brian Matthews 《Technology, Pedagogy and Education》2013,22(2):201-213
ABSTRACT Information technology has numerous social and political implications. This paper is primarily concerned with beginning to outline some of the more important issues for teacher educators. An understanding of these implications is required before we, as teacher educators or as teachers in schools, can begin to address the issues in our work around information technology in colleges or in the classroom. This article outlines the issues rather than exploring how to present them in colleges. There are important debates occurring around information technology, the nature of intelligence, and education, which have profound implications for society. This article argues that the kind of work done in schools on computers, and generally on information technology, supports implicitly the more traditional ideas in education. In order to take a more balanced position, and to give students a chance to realise how their futures may be affected, it is argued that the social implications of information technology must be addressed centrally in colleges of education. 相似文献
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《Africa Education Review》2013,10(2):324-337
Abstract The argument of this paper is that the use of distance education methods is essential for the provision of all teacher education in South Africa – not just an option for a few programmes in one or two institutions. For this reason, the challenges of distance teacher education are the major challenges for achieving the goal set out in the National Policy Framework for Teacher Education and Development: ‘more teachers, better teachers’. Challenges include increasing the flexibility and location of current teacher education programmes in order to attract and support a more diverse teacher target audience, designing courses to nurture dialogue and integrate learner support, and moving beyond surface change in response to criticism. Finally, although external quality assurance processes are critical in creating a shared understanding of quality standards and the need for change, quality assessment needs to be followed up with support. 相似文献
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《Africa Education Review》2013,10(3):292-310
AbstractThis study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and inclusive education, and the availability of resources to support inclusive education. The study used a qualitative approach to collect and analyse data. Thirty-nine participants were interviewed for the study. It was found that, though efforts are made to support LSEN in both special and mainstream schools, the support may not result in successful academic and social development for LSEN. There is also a lack of understanding by teachers and educationalists about what constitutes inclusive education. The Ministry of Education and Training (MOET) is slow in developing a policy on special needs and there are inadequate resources for inclusive education to succeed. 相似文献
14.
Juana M. Sancho-Gil Pablo Rivera-Vargas Raquel Miño-Puigcercós 《Learning, Media and Technology》2020,45(1):61-75
ABSTRACTThe development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. 相似文献
15.
Eralp H. Altun 《Technology, Pedagogy and Education》2013,22(3):185-205
ABSTRACT This paper reports a survey of lecturers from six Turkish teacher education institutions. The study specifically aimed to investigate the fundamental issues, concerns, and challenges of implementing information technology (IT) in teacher education. The survey consisted of four sections. The first section of the survey comprised several aspects of IT familiarity, namely the use of twelve common IT applications. The second section investigated benefits of IT to lecturers and teachers seeking to reveal how teacher educators view the role of new instructional technologies for teaching and learning. The third section dealt with the factors which are vital to implementing IT in teacher education, and the final part drew attention to the issues affecting employment and retainment of competent lecturers in teacher education. Most lecturers had a rather positive image and enthusiasm towards the use of IT in teacher training, despite a lack of experience. Recommendations are made for future strategies in Turkey on the basis of this survey and the associated literature. 相似文献
16.
Hannele Niemi 《Technology, Pedagogy and Education》2013,22(1):85-103
Abstract This article describes the recent development of Finland as a learning and information society. Education, training and research have been seen as core factors to accelerate development towards a society where all citizens have a high level of competence in using information and communications technology (ICT) in their lives. A short review is given of the present situation in schools and teacher education and of how governmental strategies have guided the development and use of ICT for a learning society in Finland. The strategies of teacher education departments in universities are then analysed with the main focus on how teachers learn to use ICT as a tool which opens up high-quality learning opportunities for pupils and challenges teachers' growth as professionals. Cases have been selected to describe good examples of teachers' pre-service and in-service education. These draw a picture of how ICT is applied in different fields of teacher education. At the end of the article some trends from the late 1990s to early 2002 will be summarised. These trends are: using ICT more as a mindtool, moving towards more collaboration, interactivity and active learning, more integration of ICT in curricula and a better technical and pedagogical infrastructure. 相似文献
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AbstractThe relationships between politics and teacher education have become increasingly close over recent decades in many contexts around the world, often causing significant challenges as well as some opportunities. In this article, we draw on a project on the reform of teacher education in Russia and through a comparison with the development of teacher education policy in England – especially over the last forty years – we explore how the evolution of a new politics in both contexts has affected policy on teaching and teacher education. Looking, for example, at ‘post-communism’ and ‘neoliberalism’ and their respective impacts on political systems, a number of contradictions and paradoxes are identified, when comparisons are drawn between the two systems. 相似文献
18.
Kathryn Matthew Elizabeth Stephens Rebecca Callaway Catherine Letendre Kimberly Kimbell-Lopez 《Technology, Pedagogy and Education》2013,22(1):45-62
Abstract Research evidence suggests teacher educators who role model the use of information communication technology (ICT) in their practice help their students build confidence and competence as ICT users. This research finding is also supported by feedback from Louisiana Tech University students in teacher education. Research also indicates that a number of factors impact the adoption of ICT in the practice of teacher educators. This research has examined one of these factors, namely the benefits of one-on-one coaching for teacher educators by technology coaches as they worked together to learn to use technology. Participants included 33 teacher educators from Louisiana Tech University and 14 pre-service teachers. The pre-service teachers served as technology coaches and worked with the teacher educators in their offices and classrooms as they learned to use technology for their personal benefit and to integrate technology into their teaching. Interviews and observations indicated that coaches as well as teacher educators benefited from the relationship and both groups increased their technology competency. 相似文献
19.
《Africa Education Review》2013,10(1):159-173
Abstract This paper examines the prospects for improving teacher education and development in South Africa through the National Policy Framework on Teacher Education and Development (NPFTED). The key elements of the policy framework are critically analysed in terms of their limitations and their potential for improving teacher education and development as a crucial means to improve learner performance. The paper looks at the current realities in teacher education and development, the progress made and opportunities available, the identifiable gaps, and the proposals for closing the gaps. Possibilities and constraints in the current situation, as they are described in the NPFTED, are discussed. These include globalisation, the challenges facing a fledgling nonracial democracy, the legacy of skewed development under apartheid, current social inequalities, conditions in rural schools, declining recruitment trends, large mismatches between the supply and demand of teachers, HIV/AIDS and other diseases among teachers, the limits of the current planning, information and communication systems, and the situation in education faculties in higher education institutions. The paper concludes that the challenges are formidable, but that proper planning and synergisation of objectives and resources by government, higher education institutions, labour unions, the private sector and the public can contribute to significant improvements. 相似文献
20.
Educational reform in Australia recognizes the need for an effective teacher evaluation system but has fallen short of actually prescribing one. Current practice does not align to policy intent, with teacher evaluation largely an exercise in compliance around performance management as opposed to a process that promotes evaluative thinking, continuous improvement and connection to student outcomes. The recent introduction of the Australian Professional Standards for Teaching has gone some way to providing a common language and the idea of a nationally acceptable pathway for teacher development and performance. Nonetheless, two things are missing in the Australian context: the privileging of developing evaluative mindsets in teachers and school leaders and the tools and methods that provide the ‘how’ of evaluation and support this thinking. Situated against a period of reform in Australia’s diverse federal and multi-sectoral education system, this article first provides an analytical review of the Australian approach to teacher evaluation. It then presents two innovative approaches that support the process of evaluation and the broader information needs of an evaluation system while developing teachers’ and school leaders’ evaluative thinking which engages evidence-informed change and ultimately more sustainable outcomes for the education system. 相似文献