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Research on teacher education and classroom teaching has evolved
significantly in recent decades, with more research taking an
international or intersectional lens. The International Study
Association on Teachers and Teaching (ISATT) has moved with the
field, beginning as a predominantly white European and North
American organization in 1983, it now has active membership from
more than 60 countries across the globe. The ISATT 40th Anniversary
Yearbook, presented over four volumes, reflects this growth through
celebrating the contributions of ISATT members over time and
offering current scholarly research to inform current and future
teacher education and teaching. This volume, Teacher Education in
the Wake of Covid-19, pays particular attention to ways in which
teaching and teacher education have been impacted by, and respond
to, advances in technology and to the coronavirus pandemic. The
editors present chapters dedicated to the examining the tools of
technology and how these intersect with and have potential within
teaching and teacher education as we look to the future
possibilities. A collection of chapters provide analysis of the
lived reality of pivoting to embrace pandemic pedagogies; the
pandemic and social relationships; assessment during the pandemic;
and the consequences for equity and agency. All four volumes that
make up the 40th Anniversary Yearbook offer invaluable insights for
teacher educators and educational researchers the world over,
offering international perspectives from North America, Europe,
South America, Asia, Africa, and Australia.
This 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.
This 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.
Research on teacher education and classroom teaching has evolved
significantly in recent decades, with more research taking an
international or intersectional lens. The International Study
Association on Teachers and Teaching (ISATT) has moved with the
field, beginning as a predominantly white European and North
American organization in 1983, it now has active membership from
more than 60 countries across the globe. The ISATT 40th Anniversary
Yearbook, presented over three volumes, reflects this growth
through celebrating the contributions of ISATT members over time
and offering current scholarly research to inform current and
future teacher education and teaching. Bringing together top
research from Taylor & Francis published over the past 10
years, plus cutting-edge new chapters, Studying Teaching and
Teacher Education explores self-study; mentoring; the growing
importance and opportunities for partnerships; the use of
narratives; excessive entitlement; and accountability. All three
volumes that make up the ISATT 40th Anniversary Yearbook offer
invaluable insights for teacher educators and educational
researchers the world over, offering international perspectives
from North America, Europe, South America, Asia, Africa, and
Australasia.
Research on teacher education and classroom teaching has evolved
significantly in recent decades, with more research taking an
international or intersectional lens. The International Study
Association on Teachers and Teaching (ISATT) has moved with the
field, beginning as a predominantly white European and North
American organization in 1983, it now has active membership from
more than 60 countries across the globe. The ISATT 40th Anniversary
Yearbook, presented over three volumes, reflects this growth
through celebrating the contributions of ISATT members over time
and offering current scholarly research to inform current and
future teacher education and teaching. Bringing together top
research from Emerald, Elsevier and Taylor & Francis published
over the past 10 years, plus cutting-edge new chapters, Teaching
and Teacher Education in International Contexts explores the
growing global scope of research on teaching. The sections
investigate the history of ISATT; teacher education reform; school
reform and support structures; partnerships; and preparing teacher
educators. All three volumes that make up the ISATT 40th
Anniversary Yearbook offer invaluable insights for teacher
educators and educational researchers the world over, offering
international perspectives from North America, Europe, South
America, Asia, Africa, and Australasia.
This volume contains an Open Access Chapter Research on teacher
education and classroom teaching has evolved significantly in
recent decades, with more research taking an international or
intersectional lens. The International Study Association on
Teachers and Teaching (ISATT) has moved with the field, beginning
as a predominantly white European and North American organization
in 1983, it now has active membership from more than 60 countries
across the globe. The ISATT 40th Anniversary Yearbook, presented
over three volumes, reflects this growth through celebrating the
contributions of ISATT members over time and offering current
scholarly research to inform current and future teacher education
and teaching. Bringing together top research from the Finnish
Educational Research Association (FERA) and Taylor & Francis
published over the past 10 years, plus cutting-edge new chapters,
Approaches to Teaching and Teacher Education explores established
and innovative approaches to teaching and teacher support. The
chapters explore teacher development, identity, morals, ethics and
politics and teaching and teacher education with vulnerable and
marginalized populations. All three volumes that make up the ISATT
40th Anniversary Yearbook offer invaluable insights for teacher
educators and educational researchers the world over, offering
international perspectives from North America, Europe, South
America, Asia, Africa, and Australasia.
Education is the cornerstone of any society; it serves as one of
the foundations for many of its social values and characteristics.
mis4TEL’23 promotes the interaction among the scientific
community to discuss applications of Technology Enhanced Learning
solutions targeting not only cognitive and social processes but
also motivational, personality, or emotional factors. In addition,
current trends concerning the use of artificial intelligence can
help and augment learning opportunities for learners and educators.
The 13th International Conference on Methodologies and Intelligent
Systems for Technology Enhanced Learning (mis4TEL’23) technical
program includes 26 contributions (13 full papers and 13 short
papers). mis4TEL’23 is hosted by the LASI and Centro Algoritmi of
the University of Minho (Portugal). The authors would like to thank
all the contributing authors, the members of the Program Committee,
National Associations (AEPIA and APPIA), and the sponsors (AIR
Institute and Camara Municipal de Guimarães).
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