Redefining Teacher Education for the Post-2015 Era: Global Challenges and Best Practices

Maria Assunção Flores (Editor)
University of Minho, Institute of Education, Campus de Gualtar, Braga, Portugal

Thuwayba Al Barwani (Editor)
Center for Excellence in Teaching and Learning, Curriculum and Instruction Department, College of Education, Sultan Qaboos University, Al Khoudh, Muscat, Oman

Series: Education in a Competitive and Globalizing World
BISAC: EDU053000

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This book commemorates the 60th Anniversary of the World Assembly of the International Council on Education for Teaching (ICET). During its 57th World Assembly in Thailand, the ICET Board approved the proposal presented by the Chair of the Board and the previous Chair to invite the board and ICET members to write on issues and challenges facing teacher education and how different countries are responding to the demands of the post-2015 era. This collection of chapters therefore is both a celebration of ICET’s continued global reach and a comprehensive view of the state of teacher education around the globe. Around the world, the teaching profession is undergoing critical stages of reform. The last twenty-five years have particularly been important as key players introduced significant initiatives that strongly influenced the shape of the education landscape.

Thus to meet the demands of society and the goals of schooling, educators around the globe have been calling for change and transformation in the preparation and professional development of teachers. To this end, ideas, policies, models and best practices have been tried and shared and issues such as teacher recruitment and selection, curriculum of teacher preparation, induction, teacher evaluation and professional development of teachers have been discussed as a way of ensuring high quality teachers for highly demanding schools of the 21st Century. The chapters included in this book provide readers with international perspectives, frameworks and a wealth of insights, models and case studies from around the globe that serve to create an understanding of the role of teacher education in the Post 2015 education agenda.

The editors hope that they inspire the readers to challenge teacher education in their own contexts and to change the future of education in more successful and renewed ways. This book will be an excellent resource for university faculty members and students concerned with teacher education in general and specifically those who have comparative and international interests. It will also be helpful to policy-makers, planners and higher education specialists.

(Imprint: Nova)

Preface

Chapter I. Introduction: The Changing Landscape of Teacher Education: Towards the Post-2015 Era
(Maria Assunção Flores, Thuwayba Al Barwani, University of Minho, Portugal, and others)

Chapter II. The International Council on Education: Past, Present and Future
(Nelly Aleotti Maia, James O’Meara, Darrell Bloom, David Imig, Universidade Federal do Rio de Janeiro, UFRJ, Brazil, and others)

Teacher Policies

Chapter III. Recruitment Reforms in Australian Teacher Education: A Response to Neo-Liberal and Global Challenges
(Dianne Cullen, Australian Catholic University, Australia)

Chapter IV. Teacher Education Policy in South Africa: Definitions of Best Practice and Challenges
(Maropeng Modiba, University of Johannesburg, South Africa)

Chapter V. Challenging Disparities in Teacher Education in Canada: The Impact of the Association of Canadian Deans of Education (ACDE) Accords
(David Mandzuk, University of Manitoba, Canada)

Teacher Preparation and the 21st Century Skills

Chapter VI. 21st Century Teacher Education: Teaching, Learning and Assessment of Critical Thinking Skills at Sultan Qaboos University
(Otherine Neisler, Thuwayba Al Barwani, Hussain Alkharusi, David Clayton, Humaira Al-Sulaimani, Mohammad Khan, Hamad Al-Yahmadi, Muna Al-Kalbani, Sultan Qaboos University, Oman, and others)

Chapter VII. The Self-Reflective Teacher Education Program to Improve Practical Teaching Skills at Naruto University of Education
(Masami Umezu, Makoto Nagashimaand Yumiko Ono, Naruto University of Education, Tokushima, Japan)

Chapter VIII. Integrating Research Into the Practicum: Inquiring into Inquiry-Based Professional Development in Post-Bologna Initial Teacher Education in Portugal
(Maria Assunção Flores, Flávia Vieira, José Luís Coelho da Silva, Maria Judite Almeida, University of Minho, Portugal)

Chapter IX. Teacher Education in Canada: Today’s Issues and Challenges Present Successful Practices
(Shirley Van Nuland, University of Ontario, Institute of Technology, Canada)

Transition into the Profession

Chapter X. Transition from Initial Teacher Education to Working Life-Components for Success
(Laila Niklasson, Mälardalen University, Sweden)

Chapter XI. Teacher Quality and Stability in Oman: Whose Responsibility is it?
(Thuwayba Al Barwani, Sultan Qaboos University, Oman)

Professional Development of Teachers and Teacher Educators

Chapter XII. Educating Teacher Educators: Towards a Curriculum for Preparing and Developing Teacher Educators in the Caribbean
(Carol Hordatt Gentles and Mairette Newman, The University of West Indies, Mona, Jamaica)

Chapter XIII. University Teachers’ Professional Development: Brazilian Context and Experiences
(Martha Prata Linhares, Cecilia Gaeta, Federal University of Triangulo Mineiro, Brazil, and others)

Chapter XIV. Embedded Teacher Professional Development in Oman: Opportunities and Challenges
(Mohamed E. Osman, Sultan Qaboos University, Oman)

Chapter XV. Preparing Quality School Administrator Licensure Programs in North America: Innovation in the State of California
(Reyes L. Quezada, Gary W. Kinsey, Angela Clark-Louque, University of San Diego, USA, and others)

Chapter XVI. Video as the Mediator of a Teacher-Researcher Relationship in Action Research: Improving Teacher Feedback in Dialogical Education
(Roman Švaříček, Masaryk University, Czech Republic)

Chapter XVII. Looking Forward: Honouring the Past and Changing the Present to Create our Future
(Tony Townsend, University of Tasmania and Griffith University, Australia)

"The tensions for teachers and teacher educators caused by the persisting international policy press as their professional identities and practices become re-configured by the persistent policy press for increased equity and benchmarked academic standards for schools have been much debated globally in recent years. The informed, rich and informed chapters in this book, written by members of the International Council for the Education for Teachers, provide valuable additions to the debates, highlighting the unintended threats to teacher quality and commitment that the very reforms intended to raise improve education opportunity and standards bring." - Christopher Day, Professor of education, University of Nottingham, UK

"A rich sourcebook, a birds-eye overview as well as a challenging agenda for truly global and informed discussions and creative innovations in teacher education for an ever more globalizing world." - Professor Dr. Geert Kelchtermans, University of Leuven, Belgium

"Maria Assunção Flores and Thuwayba Al Barwani have done a masterful job of capturing the key issues facing teacher education now and in the decades ahead and proposing thoughtful solutions to those issues. Drawing on the work of a diverse set of scholars from around the world, this volume offers a clear and penetrating analysis of both the issues confronting teachers and strategies for improving teacher preparation and conditions of service. It is an important and timely contribution to the field." - David W. Chapman, Birkmaier Professor of Educational Leadership, University of Minnesota, USA

"This book has provided some of the key players in the ICET family to reflect on some of the issues that impact directly on our search to provide the quality teachers required to enable us to achieve Education for All. By providing chapters from North and Latin America, Europe, Africa, Asia and the Pacific and the Middle East, this book provides a comprehensive overview of what is happening in Teacher Education in 2015. It directs its attention to all three areas, pre-service, induction and in-service, and also considers the needs of both practicing teachers and teacher educators themselves." - Tony, Townsend, University of Tasmania and Griffith University, Australia

Audience:
· Teacher education on programs around the world.
· Colleges of Education.
· Ministries of Education.
· International Organizations of Education.
· Academics, policy makers, researchers and graduate students, teachers and principals.

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