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Lessons Learnt: Support Interventions during a Blended Course for Teacher-Educators from Urban and Rural Settings  [PDF]
Juliet Stoltenkamp, Martha Kabaka, Norina Braaf
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.511105
Abstract: This comparative case study research focused on the design and delivery of a blended Programme for professional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure; critical face-to-face interaction; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies; and personal barriers which hinder Programme commitment.
Tomorrow's EFL teacher educators
González Moncada,Adriana; Quinchía Ortiz B,Diana Isabel;
Colombian Applied Linguistics Journal , 2003,
Abstract: teacher education programs are an important alternative to raise standards in the teaching of english as a foreign language (efl). however, there are few studies that have explored the roles of teacher educators in this setting. three main research questions guided this study: what actions have teachers taken to attain their professional objectives as efl teachers? what experience have they had in professional development programs? what are the characteristics of an ideal teacher education program? this paper reports the findings concentrating on the ideal characteristics of an efl teacher educator analyzing the testimonies of teachers from public and private schools. the study used four focus groups sessions and a questionnaire as the main data collection techniques. the results suggest that issues such as knowledge of local realities, broad experience in teaching efl, command of the language, and experience in research are identified as the most desirable characteristics of efl teacher educators.
PROFESSIONAL LEARNING AND CHANGE. The Experiences of Literature Teacher Educators
ILANA ELKAD-LEHMAN,HAVA GREENSFELD
L1 Educational Studies in Language and Literature , 2008,
Abstract: This paper presents vignettes from life-stories of literature teacher educators, who participated in a wide-scale research project. Semi-structured in-depth interviews were conducted with these individuals, as part of a study into their professional development as literature teacher educators. The findings indicate changes in their thinking about literature and the instruction of literature, as well as changes in their understanding of their role as literature teacher educators. The findings allowed us to construct a dynamic model of professional development of literature teacher educators. This study contributes new insight regarding processes of teacher educators’ professional development and change in their thinking about their work.
Democracy in schools: are educators ready for teacher leadership?
E de Villiers, SG Pretorius
South African Journal of Education , 2011,
Abstract: The aim of this research was to determine educators’ perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators’ perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI). The results indicated that educators held positive assumptions about teacher leadership. Educators’ preliminary leadership perceptions, assumptions about and readiness for teacher leadership proved that the majority of educators are ready for a more distributed, deep democratic leadership practice in schools. Educators acknowledged the need for continuous professional development in the area of teacher leadership. It was also found that as preliminary leadership perceptions of educators improve or strengthen, readiness for teacher leadership is also likely to improve or strengthen. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators’ self-esteem, motivation and productivity, as well as student outcomes.
Democracy in schools: are educators ready for teacher leadership?
Elsabé de Villiers,SG (Fanie) Pretorius
South African Journal of Education , 2011,
Abstract: The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators' perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI). The results indicated that educators held positive assumptions about teacher leadership. Educators' preliminary leadership perceptions, assumptions about and readiness for teacher leadership proved that the majority of educators are ready for a more distributed, deep democratic leadership practice in schools. Educators acknowledged the need for continuous professional development in the area of teacher leadership. It was also found that as preliminary leadership perceptions of educators improve or strengthen, readiness for teacher leadership is also likely to improve or strengthen. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators' self-esteem, motivation and productivity, as well as student outcomes.
Towards Learner Centered Pedagogies by Teacher Educators in Kenya: A Study of Kericho Teachers' Training College  [cached]
ROP CHEPKEMOI Willitter,OSMAN Ahmed,KIRUI J. E. Kipng’etich
International Journal of Asian Social Science , 2013,
Abstract: This was a college-wide action research that assessed the use of various pedagogies by teacher educators. It wasabout how teacher educators could change their classroom instruction to advance student teachers’ achievements. The study was conducted among 61 educators and 200 teacher trainees in KerichoTeachers Training College (TTC) using questionnaires and document analysis. The data captured was analyzed using SPSS Version 17.0 computer software programme. Data was presented using tables, frequencies, percentages and means. Open ended question items were put into themes and discussed. This research initially found that the teacher educators were mainly using teacher centered methodologies and they needed insets in subject area pedagogies. The research therefore recommended that the college should organize workshops to equip the educators on learner centered methodologies. The college stakeholders implemented this recommendation. Later the researchers evaluated the extent of execution after two months and found significant improvements on the use of learner centered approaches in the college.
Teacher educators’ conception of teaching and learning in teacher education institutions  [cached]
Igwebuike, Thomas B.,Okandeji, Comfort O.,Ekwevugbe, Adams O.
International Journal of Research Studies in Education , 2013,
Abstract: Effectiveness of teaching reflects interplay among a number of teacher-variables prominent among which is the teacher’s conceptions of teaching and learning. In educational institutions where teachers are educated, the influence of these conceptions on effectiveness is geometric. This is because teacher educators are teachers of teachers and most teachers teach the way they were taught. Two major conceptions of teaching (traditionalist/transmissive and contemporary/constructivist) have been delineated. The purpose of this study was to determine if a majority of teacher educators in Colleges of Education, Delta State Nigeria have contemporary/constructivist conceptions of teaching, and if teacher variables (qualification, discipline and experience) would influence their conceptions. A customized instrument was administered to 179 teacher educators selected through the use of cluster sampling technique. Results indicated that; a majority of the teacher educators had traditionalist /transmissive conceptions of teaching and learning, qualification and discipline did not influence their conceptions, inexperienced teacher educators had conceptions that were more inclined to contemporary/constructivist conceptions than the experienced teacher educators. Implications of these results for improvement of teacher education programs and for further research have been drawn.
Integrating Ict Into Teacher Education Programme
Geeta Thakur
Golden Research Thoughts , 2012, DOI: 10.9780/22315063
Abstract: Teacher educators are faced with the challenges of preparing a new generation of teachers to effectively use the new learning tool in their teaching practices. ICT is an ocean. This paper focuses the possible usage of ICT in teacher education. ICT teacher training can take many forms. We can organize various ICTuse as: Main content focus of teacher training, Part of teaching methods, Core technology for delivering teacher training, and Facilitate professional development & networking. ICT can be used to enhance richness and quality of teacher education in the classroom through web-based instruction, which can be implemented by Web-assisted classroom instruction and Individual learning.For effective learning, close and conducive learning environment in the college can be created through strategies like Development of instructional material, Use of web conferencing and blogs, Formation of discussion forum and newsgroup.
Equipping educators to address HIV and AIDS: A review of selected teacher education initiatives
WL Holderness
SAHARA J (Journal of Social Aspects of HIV/AIDS Research Alliance) , 2012,
Abstract: Teacher educators, school principals and teachers are potentially well positioned to play a pivotal role in changing the course of the HIV and AIDS epidemic. The purpose of this article is to focus on a spectrum of educational initiatives in sub-Saharan Africa and South Africa which are designed to equip educators to be informed about, and to manage, HIV and AIDS in their personal and professional lives. Criteria for inclusion in the review are that the HIV and AIDS education endeavours must be operational (already functioning) and experience-based (have been experienced first-hand by the author). The review begins with a reflective account of two major undertakings: (a) an e-learning course for teacher educators in sub-Saharan Africa and (b) South Africa’s Higher Education HIV/AIDS Programme. Thereafter, the review considers a range of academic pursuits currently involving inservice school teachers and principals studying at a South African university. These include (a) two Advanced Certificates in Education; (b) doctoral studies; and (c) a new short learning programme. In reflecting on these various innovative but ‘do-able’ offerings, the article concludes that experiential and context-specific action-based learning and research into the social and educational aspects of HIV and AIDS can contribute to breaking the silence and reducing stigma while, at the same time, equipping educators to provide care and support for infected and affected learners and colleagues.
TEACHER EDUCATORS’ EVALUATION OF THE ENGLISH LANGUAGE TEACHING PROGRAM: A TURKISH CASE  [PDF]
Aysun Yavuz,Ece Zehir Topkaya
Novitas-ROYAL , 2013,
Abstract: This study explored the perceptions of teacher educators regarding the changes in the English Language Teacher Education Program introduced by the Turkish Higher Education Council (HEC) in 2006. Employing a qualitative design, open-ended questionnaires were administered to 18 lecturers working at five different state universities. The analysis of the data yielded that while teacher educators found some of the changes appropriate, such as the addition of some courses, they raised far more serious concerns with the newprogram regarding the sequence, content, structure, procedure and removal of courses. In addition, the top-down and centralized program restructuring movement, disregarding the opinions, experiences and the practices of the end users of the program, such as teacher educators, teachers and teacher trainees, was also criticized heavily by the participants.
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