LibGuides: SCHOOL OF EDUCATION: Education Teachers and Teaching

Education Teachers and Teaching Books

Teacher Education : The Bologna Process and the Future of Teaching by Daniela Worek Christian Kraler
ISBN: 9783830943563
Publication Date: 2021
Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research by Oren Ergas (Editor); Jason K Ritter (Editor)
Call Number: 370.71100000000001 EXP
ISBN: 9781839822636
Publication Date: 2020-10-29
Learning to Teach in Post-Apartheid South Africa by Yusuf Sayed (Editor); Nazir Carrim (Editor); Azeem Badroodien (Editor) Teacher education programmes seek to provide student teachers with the knowledge, disposition and expertise to provide quality teaching and learning in a diverse and challenging school context. Learning to Teach in post-apartheid South Africa: Student Teachers' Encounters with Initial Teacher Education addresses the complexities of teacher education programmes in preparing students to teach through empirically informed research. It adds to the knowledge about teacher education, contributing critical understanding of education and the schooling system. The book provides important insights to deepen researchers, academics, teacher education providers, policy-makers, and students' understanding of the importance to address equity, redress, and quality in South African education in a postapartheid era. This book further helps to build student teachers' capacities to work creatively and to become active and critical agents of transformation. It ultimately outlines the challenges faced in designing and delivering successful Initial Teacher Education programmes, and the impact this has on delivering equitable and quality education.
Call Number: 370.71096799999998 LEA
ISBN: 9781928357964
Publication Date: 2018-11-30
Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education by Norvella P. Carter (Editor); Michael Vavrus (Editor)
Call Number: 370.71100000000001 INT
ISBN: 9789004365193
Publication Date: 2018-04-12
Education and Teacher Education in the Modern World by K. G. Karras (Editor); P. Calogiannakis (Editor); C. C. Wolhuter (Editor); D. Kontogianni (Editor) This book discusses current problems and policies, approaches, trends, and recruitment conditions within the education of teachers in the modern world. It investigates new research within this area, and explores various aspects prevalent in teachers and in their own and general education today. The contributions to this volume approach the topic of modern teachers from various geographical and contextual perspectives, discussing the challenges facing teachers from educational, cultural, socio-political, demographic, and economic points of view.
Call Number: 370.71100000000001 EDU
ISBN: 9781443880046
Publication Date: 2015-09-15
Teaching Teachers by James W. Fraser Lauren Lefty
Call Number: 370.71100000000001 JAM
ISBN: 9781421426358
Publication Date: 2018-10-01

Education Teachers and Teaching Journals

Teacher Research in Teacher Education
In a time in which teachers and teacher educators live under constant disparagement, authentic teacher research has the potential to give teachers a voice in ongoing professional development as well as school improvement. Two teacher educators share their experience implementing teacher research among pre-service teachers, acknowledging pitfalls and successes. The current “state” of teacher research is described and benefits of teacher research summarized. Despite obstacles, teacher research can be transformational for teachers and their students, even emancipatory as teachers listen to their students and seek better ways of doing school.
TEACHERS, TEACHING METHODS, AND HIGHER EDUCATION
The purpose of this review is to highlight the importance of teaching methods and the selection of teaching methods to reach and enhance the learning objectives and outcomes. Introduction to teaching and learning relationship, with an overview of roles of teacher, student, and curriculum in higher education institutions of country has also been provided. Strategies and adoption of certain teaching methods have also been mentioned to enhance the understanding of the reader.
Becoming a competent teacher in education for sustainable development: Learning outcomes and processes in teacher education
This paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD.
Envisioning Teacher Education: Planning Teacher Education Beyond the "Status Quo"
In their article entitled "Racial Grammar of Teacher Education: Critical Race Theory Counterstories of Black and Latina First-Generation Preservice Teachers" they make the case that research in teacher education has not emphasized recruiting students of color into teacher preparation programs. First-year teachers adopted a hybrid approach to classroom management, with some implementing aspects of the classroom management system learned and advocated by their teacher education program. Gray further discusses the potential benefits of this type of extended and continued relationship to both the teacher education program and the first-year teachers' teaching experience while in an induction program. [...]retaining the "status quo" is a goal of many teacher education programs yet this perpetuation of sameness leads to inequitable social justice practices.

‘I feel absolutely incompetent’: professionalism, policy and early childhood teachers
There is an ongoing debate over the nature and necessity of teacher ‘professionalism’, particularly in early childhood education. In England, this sector was a particular focus of the education policies of Labour governments in the 2000s, and this had a significant impact on early childhood teachers and classrooms. This article examines the impact of a specific policy: the introduction of a statutory assessment system called the Early Years Foundation Stage Profile (EYFSP) for teachers working with children aged four to five years in primary schools in England.
“When there is a book to stick to”: teacher professionalism and manual-based programmes in two Swedish early childhood education settings
With focus on teachers’ experiences and understandings of manual-based programmes, this article explores the implications for teacher professionalism. It locates teachers’ use of manual-based programmes in the intersection of two currents of ideas in contemporary society and within education: therapy culture and the evidence movement. The article builds on material from interviews with teachers and participant-observation in a kindergarten and a preschool class in the Swedish educational system where programmes for the development of children’s social and emotional learning were used, programmes developed by external expertise, claiming the programmes to have a solid evidence base.

Education Teachers and Teaching Videos

Education Teachers and Teaching Dissertations and Theses

Impact of Pandemic COVID-19 on the Teaching – Learning Process : A Study of Higher Education Teachers
he world is battling COVID-19 and economies across the globe have declared a lockdown. Work from home (WFH) has become the norm, especially for service organizations. Following government instructions, even the academic institutions had to shut down temporarily, affecting academic delivery. Thus, they had to find new alternatives to academic delivery, and virtual classes were the way forward. In the present paper, we attempted to study the impact of lockdown on the teaching – learning process. The objective of the study was to assess the adoption rate for virtual classes and to determine the various benefits, challenges, and reasons for non - adoption of virtual classes. The study considered responses from 341 teachers of higher education institutions (HEIs) of Ghaziabad region.
Regular education teacher, special education teacher, and paraeducator attitudes towards the practice of inclusion in Illinois public high school classrooms
Special education laws require schools to provide educational services to students with special needs in a least restrictive learning environment. Inclusive classroom settings allow students with disabilities to interact with their peers without disabilities. This descriptive-comparative quantitative study analyzed perceptions of paraeducators, English, math, science, social studies, and special education teachers working in Illinois public high schools geared towards the inclusion of students with disabilities.