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Books > Social sciences > Education > Higher & further education > Teacher training
The fourth industrial revolution, or Industry 4.0, is characterized
by the exponential pace of technology developments covering
wide-ranging fields such as artificial intelligence, robotics,
autonomous vehicles, 3D printing, nanotechnology, biotechnology,
materials science, energy storage, and quantum computing. It is
anticipated that it will result in a future that is volatile,
uncertain, complex, and ambiguous; this has led to a widespread
call for the development of 21st-century skills and competencies
among the young, particularly in the science field. Fostering
Science Teaching and Learning for the Fourth Industrial Revolution
and Beyond considers how we prepare prospective science teachers
for the fourth industrial revolution; how we create teacher
education curricula that will help pre-service science teachers to
be sufficiently versatile in the rapidly changing world; and which
key perspectives, processes, methods, and tools have especially
promising payoffs in the lives of pre-service science teachers.
Covering key topics such as virtual reality, teacher preparation,
and science classrooms, this premier reference source is ideal for
policymakers, administrators, scholars, researchers, academicians,
instructors, and students.
The need to develop 21st-century competencies has received global
recognition, but instructional methods have not been reformed to
include the teaching of these skills. Multiple frameworks include
creativity, critical thinking, communication, and collaboration as
the foundational competencies. Complexities of planning curriculum
and delivering instruction to develop the foundational competencies
requires professional training. However, despite training,
instructional practice can be impacted by barriers caused by
personal views of teachers, economic constraints, access to
resources, social challenges, pandemic, overwhelming pace of global
shifts, and other influences. With digitalization entering the
field of education, it is unclear if technology has helped in
removing or eliminating the barriers or has, itself, become another
obstruction in integrating the competencies. Gaining an educator's
perspective is essential to understanding the barriers as well as
solutions to mitigate the impediments through innovative
instructional methods being practiced across the globe via digital
or non-digital platforms. The need for original contributions from
educators exists in this area of barriers to 21st-century education
and the role of digitalization. Barriers for Teaching 21st-Century
Competencies and the Impact of Digitalization discusses teaching
the 21st-century competencies, namely critical thinking,
creativity, collaboration, and communication. This book presents
both the problems or gaps causing barriers and brings forth
practical solutions, digital and non-digital, to meet the
educational shifts. The chapters will determine the specific
barriers that exist, whether political, social, economic, or
technological, to integrating competencies and the methods or
strategies that can eliminate these barriers through compatible
instructional approaches. Additionally, the chapters provide
knowledge on the impacts of digitalization in general on teaching
and learning and how digital innovations are either beneficial to
removing impediments for students or rather causing obstructions in
integrating the four competencies. This book is ideally intended
for educators and administrators working directly with students,
educational researchers, educational software developers,
policymakers, teachers, practitioners, and students interested in
how 21st-century competencies can be taught while facing the
impacts of digitalization on education.
In light of recent sociological events and the COVID-19 pandemic,
education has undergone an incredible change in both policy and
delivery. As a result, many educators have sought different career
paths. It is essential to maintain a concentrated effort to retain
educators; however, recruiting teachers into the profession is only
one area of focus; there must be intentional support for teacher
development along the educator continuum in order to sustain the
profession through institutional struggles. The Handbook of
Research on the Educator Continuum and Development of Teachers
expands on the body of research related to the educator continuum
with a holistic view of teacher development. This book combines
theory, concepts, and research studies that pinpoint facets of the
educator continuum, providing researchers with scholarly
contributions that advance the profession. Covering topics such as
instructional coaching, special educator career development, and
teacher retention, this major reference work is a valuable resource
for educational faculty and administration, teacher colleges,
educators of K-12 and higher education, pre-service teachers,
government officials, teacher education administrators, libraries,
researchers, and academicians.
This book focuses on how teachers can transmit and practice values
through classroom circles that attend to and empower all students'
voices. A growing number of teachers are using relational pedagogy,
drawing on Indigenous circle practice, as a pedagogical tool. Done
well, circles can build and sustain dialogue and peaceful
relations. Done poorly, circles reflect and reinforce relations of
power, which, if disregarded, can be damaging for participants
whose voices are silenced or not sufficiently heard.
Parker-Shandal's consideration of teachers' professional learning
and training in restorative justice in education focuses on
ethnographic, classroom-based research in diverse urban elementary
schools. Her data include observations of classrooms, teacher
surveys, and interviews with students, teachers, and principals.
The book provides a detailed account of the lived experience of
students and teachers as they engage with and experience the
transformative power of constructive dialogue about conflicts
embedded in curriculum subject matter through restorative justice
pedagogies.
The classroom teacher in the 21st century is no longer a solo
practitioner. What can school leaders use to facilitate on-going,
job-embedded, intentionally focused professional development that
is unique to the collective needs of teacher pairs and teams as
they work together? What can teacher preparation supervisors
provide to support teacher candidates and cooperating teachers as
they plan, teach, and assess student learning in a co-teaching
context? Supervision Modules to Support Educators in Collaborative
Teaching is a research-based supervisory handbook designed to
promote on-going teacher reflection and development in
collaborative teaching contexts. It is a tool for school leaders
and teacher preparation supervisors to use for in-service and
pre-service teacher development at all grade levels PK-12. The
handbook's many resources provide practical guidance for meaningful
teacher development that is field-based, relevant to daily teacher
work, and artfully presented to build collaboration among teachers
as they reflect and learn together. Unique to this approach is that
school leaders and supervisors learn alongside teachers and teacher
candidates as relevant topics are explored. The handbook contains a
collection of eighteen interactive, activity-based modules that
focus on topical content knowledge and productive teaching
practices. Embedded in the modules are pair and team activities
that address problem-solving, dimensions of collaborative teaching,
communication and collaboration skill development, understanding of
diversity, cultural responsiveness, and shared understanding of
evidence-based practices. This resource is easy to use. Once school
leaders and supervisors select a module topic to address the needs
of a particular pair or team, they are supported with foundational
knowledge of the most current research on the topic, discussion
questions about the topic, suggestions of productive practices,
questions to deepen personal and group understanding, reflective
professional growth activities, critical analysis of teaching
scenarios, and monitoring, follow-up, and goal setting strategies.
Modules can be used in any order and include reproducible materials
for pairs and teams to use as they collaborate and grow
professionally.
Combating Hatred describes actual events of deep-seated hatred and
social injustice found in schools. It then examines educators'
responses to this hatred. Through their actions these leaders
became transformational not only in bringing social justice to
schools but to entire communities as well. The narratives are
presented in an interdisciplinary scholar/practitioner approach
that combines theory and practice so that practical actions bring
life to educational philosophies.
The current climate in education environments necessitates the
collaboration on and sharing of research done by teacher educators
and professional developers. In an era of high-stakes assessment
driven by international tests, professionals are looking for
research-based or evidence-based initiatives and approaches to
enhance teacher learning, which will in turn impact student
learning. The Handbook of Research on Educator Preparation and
Professional Learning is a critical scholarly publication that
examines pedagogy for educator preparation and growth for classroom
expertise. This book features a wide array of topics such as online
environments, project-based learning, and urban education. This
book is ideal for educators, administrators, professional
developers, academicians, policymakers, and researchers.
Online learning has become an important vehicle for teacher and
student learning. When well designed, online environments can be
very powerful in a way that is consistent with the goals of
inquiry, experimentation, investigation, reasoning, and problem
solving so learners can develop a deep understanding of a subject.
Some subjects, however, are not well suited for this type of
learning due to the need for small group collaborating and hands-on
problem solving. The Handbook of Research on Online Pedagogical
Models for Mathematics Teacher Education provides innovative
insights into technology applications and tools used in teaching
mathematics online and provides examples of online learning
environments and platforms that are suitable for meeting math
education goals of inquiry, investigation, reasoning, and problem
solving. The content within this publication examines access to
education, professional development, and web-based learning. It is
designed for teachers, curriculum developers, instructional
designers, educational software developers, IT consultants, higher
education faculty, policymakers, administrators, researchers,
academicians, and students.
The intricacies of providing quality education for school-age
children can best be realized through collaboration between
practitioners. This same ideology has infiltrated education
preparation programs, encouraging the emphasis on collaborative
methodologies of program design, development, implementation, and
evaluation. This context presents a huge challenge for many
education preparation programs, but one that has been partially
realized in some states through large-scale reform models.
Collaborative Models and Frameworks for Inclusive Educator
Preparation Programs provides relevant theoretical frameworks and
the latest empirical research findings in collaborative strategies
in educator preparation programs and addresses the impact on
accreditation and changes in policies as a result of large-scale
collaborative models. Covering topics such as education reforms,
social justice, teacher education, and literacy instruction, this
reference work is ideal for teachers, instructional designers,
administrators, curriculum developers, policymakers, researchers,
scholars, academicians, practitioners, and students.
This open access book addresses the evasive problem of why truly
effective educational innovation on a wide scale is so difficult to
achieve, and what leaders may do about this. Examining the case of
system-wide reform processes centering on teaching a thinking-rich
curriculum, it discusses general issues pertaining to implementing
deep, large-scale changes in the core of learning and instruction.
The book emphasizes challenges related to professional development,
assessment, achievement gaps, and the tension between knowledge and
skills in 21st century curricula. It summarizes insights the
author has gained from approximately 25 years of engaging with
these topics both as an academic and as a practitioner who led a
national change process. With a Forward by David Perkins
Faculty development is currently practiced in a variety of
approaches by individuals, committees, and centers of excellence.
More research is needed to draw better benefit from these
approaches in the impending digital world by taking advantage of
digitally enabled teaching and learning. The Handbook of Research
on Faculty Development for Digital Teaching and Learning offers
holistic and multidisciplinary approaches to enhancing faculty
effectiveness in teaching, boosting motivation, extending
knowledge, expanding teaching behaviors, and disseminating skills
in digital higher education settings. Featuring a broad range of
topics such as faculty learning communities (FLCs), virtual
learning environments, and professional development, this book is
ideal for educators, educational technologists, curriculum
developers, higher education staff, school administrators,
principals, academicians, practitioners, and graduate students.
This volume conceptualizes and distinguishes storying from
narrative and storytelling to establish itself as a method. It
theorizes that storying pertains to ones' identity, to the unique
positions of who one is, how they came to be, and why they came to
be (Raj, 2019). Building upon foundational work from Freire,
Greene, and Clandinin & Connelly, this book elucidates storying
through a new concept "emotional truth"--a deeply personal and
authentic experience that builds a tangible connection from teller
to listener. Such an involved conception of Storying could have the
potential to anchor storying as research methodology and as valid
pedagogical practice. Further, the chapters in this book establish
storying as a concept, method, and as pedagogical practice.
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