Restructuring Teacher Education Research Articles

Artificial Intelligence as an opportunity or a curriculum trajectory in the 21st century? Towards embracing unfamiliar discourses

This theoretical paper contributes to the ongoing debate on Artificial Intelligence (AI) in relation to curriculum and implementation in post-colonial South Africa. We contend that AI, as perceived, conceived, and implemented within the curriculum space, presents an ambivalent terrain marked by fear, uncertainty, and anxiety among stakeholders, as its presence has interfered with the everyday work of educational practitioners. Cognizant of this problem, we locate our theorisation within the framework of Sustainable Learning Environments and address two questions: (1) What are the opportunities of AI in relation to the curriculum in post-colonial South Africa? (2) What challenges are faced in the implementation of AI, especially in rural contexts where technological opportunities are not equivalent to those in urban areas? In this paper, we highlight that while AI tools like ChatGPT may appear daunting for integration into teaching and learning—potentially undermining educators' authority and raising ethical concerns—there is an urgent need to rethink and restructure teacher education. This restructuring should align with the evolving demands of an AI-enhanced curriculum and address the shifting expectations in educational contexts.

Reimagining Teacher Education: Preparing Inclusive and Equitable Future Teachers

Teaching is at a crossroads where traditional methods and rationale for pedagogical practices are rightfully under attack. However, the fight is currently transpiring in the professional ranks of current classroom teachers. Now is the time to make progressive inroads by restructuring teacher education. Reformulating teacher education will require reimagining six separate yet related elements within the field: Awareness, Reflection, Pedagogy, Texts, Culturally and Linguistically Relevant Teaching and Learning, and Field Experiences. An overhaul of this collection of areas of concern in teacher preparation can pave the way for novice educators to thrive in classrooms evermore acknowledged to be characterized by diversity. Additionally, the more meaningful the evolution of teacher education programs brings about an understanding that diversity is not solely the realm of the black/white binary but instead focuses on all races, ethnicities, religions, languages, economic statuses, genders, neurodiversity, and sexual orientations to name a few.

An Investigation of Mathematics Education Studies Conducted with Turkish Primary Teachers

The studies conducted with in-service and preservice primary teachers in the field of mathematics teaching are among the research areas that are important and will not lose their importance soon as the outcomes of these research areas are critical for teaching mathematics in primary education and restructuring teacher education programs. As the number of studies in this field conducted in recent years increases, the necessity of reference research that will guide future studies and evaluate the status of current ones comes to the front. Using the method of systematic reviewing, research studies on mathematics education, which are published in the journals indexed in ULAKBİM, conducted between 2010-2021 years, and conducted with in-service and preservice primary teachers in Turkey, were examined. A total of 100 research studies were analyzed by using content analysis. All the studies were examined focusing on their research area, learning area, research method, data collection tools, sample and sample size, and data analysis methods. This study aimed to reveal the research trends in Turkey first. The secondary goal of the study is to guide future research studies by revealing what is highlighted and missing in the field. Considering research results, researchers can expand and improve research in primary mathematics education.

Key Pedagogical Universities and Restructuring Teacher Education Institutions: A Case Study of Vietnam

Key Pedagogical Universities and Restructuring Teacher Education Institutions: A Case Study of Vietnam

RESTRUCTURING TEACHER EDUCATION: RATIONALE AND RISKS

In the present paper author has tried to focus on issues of Teacher Education at the secondary level, and also examined the NCTE 2014 guidelines for restructuring teacher education. After highlighting the issues emerging out of these guidelines, some suggestions have been given by the author. It is suggested that policy makers should look into these issues and make some modifications in the guidelines.

Restructuring the Teacher Education System in Vietnam

This paper presents international experiences and the real situation of the teacher education system in Vietnam. This research has also shown some challenges that teacher education institutions would face within the context of radical and comprehensive education renovation. Based on analyzing the teacher education system and teacher education management, the paper presents some viewpoints and principles for restructuring teacher education as well as draws lessons for Vietnam in renovating the teacher education model. Then, the paper proposes the new teacher education model and reorganized the teacher education system, in which the research determines some key educational universities and their “satellites” educational universities and colleges at localities across the country. The paper also suggests a solution for establishing the connection between key educational universities and their satellites among the system so that it could meet the requirements of the labor market and society. These suggestions help educational universities and colleges to reorganize their functions and missions of training future teachers. The research also makes a contribution to change the policies for teachers and teacher education in Vietnam. https://doi.org/10.26803/ijlter.19.4.3

Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners

This chapter provides a critical and synthesizing review of the literature on issues related to preparing teachers for diverse learners from historical and theoretical standpoints, reviewing more than 50 years of calls for teacher education reform and efforts to prepare White teachers and teachers of color for racial, ethnic, and linguistic diversity in schools and communities. It finds that the limited success of such efforts is the result of policy changes that overemphasize recruitment and underemphasize retention, and calls for restructuring teacher education programs and research that focuses on critical reflection and generativity that can lead to transformative practices in the classroom. The authors argue for a (re)new(ed) emphasis on community-based teacher preparation grounded in critical reflection and generativity, which facilitates and promotes transformative teacher education that prepares teachers to teach diverse student populations.

Need to Restructure Teacher Education in India with reference to Globalization and Localization

<div><p><em>Globalization is a feeling that the individual is not only a member of his/her state, but a citizen of the world</em><em> and subsequently teacher education should reflect this global outlook. Now the question arises:</em><em> How teachers' education can be transformed from a traditional country bound training program to a new globalized teachers’ education? </em><em> One of the global challenges which are appearing in this context is to have a gestalt development of any country with all its special cultural identity together with globalization. Only globalization of education is inadequate without localization to pay attention towards the preserving of cultures. It should treat each unique culture and society with due respect, realizing that global education is not only learning about all innovations occurred globally, but also studying different cultures of the world and maintaining them as a cultural heritage of universe. This paper is an attempt to analyze the present position of teacher education in the context of globalization and to explore the need and ways to restructure and redefine teacher education with reference to globalization and localization. It concludes that restructuring teachers' education with reference to globalization and localization is an urgent need so that we may get such teachers who not only will possess world class knowledge but also right attitude to work and live with open mindedness, and will take them forward in global scenario for the welfare of mankind. </em></p></div>

A Freirean perspective on South African teacher education policy development

This article discusses the importance of teacher education and why Freire is an appropriate interlocutor. Freire believes that in order to become a teacher one needs to engage in the acts of studying, teaching, learning, knowing, knowledge creation and entertainment. The article describes and analyses policy on restructuring teacher education of the four democratic administrations culminating in policy. An analysis of the Policy on Minimum Requirements for Teacher Education, Qualifications and the corresponding Strategic Planning Framework includes the goals, principles, outputs and outcome, philosophy and pedagogy, as well as participatory structures. The argument is that South African teacher education policy can draw on Freirean education philosophy in order to develop explicit goals, principles, structures, philosophy and pedagogy necessary for transformation in education, in line with the responsibilities placed on teacher education through the National Development Plan.

Restructuring Teacher Education in the United States: Finding the Tipping Point

Restructuring Teacher Education in the United States: Finding the Tipping Point

Need of Restructuring Teacher Education Programmes in India: An Essence for Globalization

For inculcating quality education the role of teacher is vital. In other words, quality of teaching largely depends on the quality of training received by the teachers. For this, designing curriculum and supportive resources occupies significant role. National Council of Teacher Education (NCTE 1998) identified ten competencies for making teachers professionally competent. These are contextual, conceptual, content, transitional competencies, competencies related to educational activities, developing teaching learning materials, evaluation, management, competencies related to working with parents and with community and other agencies. For fulfilling these competencies, curriculum of the teacher education program need to be reconstructed according to the changing aspects and needs of the society. But the task may face many challenges at the grass root level of the teacher education program in India. Present paper focus on how to redesign teacher education curriculum in India and identifying major difficulties in the light of teacher education programs.

The DTED. Curriculum / Syllabus of the State Tamilnadu In Inidia And Performance of Student Teachers

In developing country like India curriculum revision is a continuous process and particularly in teacher education, curriculum is revised periodically. Recently NCTE has designed and approved National Curriculum Framework for Teacher Education (NCFTE) 2009 with a wide scope for restructuring Teacher Education in India and establishing linkage between Elementary Teacher Education and Higher Education. This NCFTE (2009) document has gained a singular important as it has been released by Honorable Minister for HRD, GOI, on 10 th March 2010. The apex body for Elementary Teacher Education in Tamil Nadu namely Directorate of Teacher Education Research and Training (DTERT), presently State Council of Educational Research and Training (SCERT) has developed Elementary Teacher Education Curriculum and Syllabus to address the needs of the present elementary school teaching learning process based on National Curriculum Framework for Teacher Education (2005). An attempt is made to study the performance of DTEd students based on the revised curriculum & syllabus followed in the State, Tamil Nadu, India.

Restructuring Teacher Education: The Mis-Education of Demography in the Public School System

The crisis of confidence in corporations has stimulated much debate among scholars and practitionersregarding leadership morality (Bartunek, 2002; Lefkowitz, Ilgen, Lee, Locke, Lowman & Schneider,2003). Similarly, leadership scholars have acknowledged that leadership ethics rests upon the moralcharacter of leaders and their choices of values (Bass & Steidlmeier, 1999). They argued that,compared to others, some leaders possess values and characteristics that make them more resilientto social pressures to engage in unethical behaviors (Bass & Steidlmeier, 1999; O’Connor, Mumford,Clifton, & Connelly, 1995)

Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers

This article examines the effectiveness of a 1-year full-time credential program in recruiting, preparing, and retaining elementary, secondary, and special education teachers for urban schools. The program was designed to restructure teacher education as a shared school-university responsibility and to reflect best teacher preparation practices that address the diverse needs of students in urban communities. Demographic and survey data were gathered from 6 years of program graduates. Findings indicate that the program recruited 554 candidates over 6 years, with 94% completing it; 43% were hired in the urban school district where they were trained; and at the end of 5 years of teaching, retention averaged 74%. Overall, graduates reported satisfaction with their preparation and teaching careers and discussed the most helpful aspects of their preparation. Implications are discussed regarding the design and components of a school-university credential program that enhance the preparation of high-quality teachers for urban schools.

Education reform policy and early childhood teacher education in Hong Kong before and after the transfer of sovereignty to China in 1997

Built on a sociocultural framework of policy analysis and Wertsch's concept of mediation, the present study examines how early childhood teacher education has changed as a result of interactions between reform policy and the action of teacher educators. Ten teacher educators participated in the study, along with eight early childhood leaders, 15 kindergarten principals and child care centre supervisors, and one policy‐maker. Data collected through interviews, focus‐group discussions, and reviews of government and organisational documents as well as press materials were analysed. The findings revealed that early childhood organisations were more active than teacher educators in the process of negotiation. Although early childhood teacher education has expanded since the handover in 1997, the voice and identity of the profession are still in an embryonic state. The study offers implications for redefining the roles of teacher educators and restructuring teacher education contexts to help facilitate the development of ideological consciousness and new understanding.

Aesop's Fables: a technology-based delivery

Many worldwide efforts have been made recently in restructuring teacher education programs. This paper provides an example of how senior pre-service early childhood teachers incorporated computer technology in fairy tale curriculum. It presents the creation and delivery of animated Aesop's Fables, and the preparation of activities that are based on the Fables. A case study design was employed and through in-depth interviews with pre-service early childhood teachers; it summarises the barriers encountered in integrating computers, the educational benefits and gains of computer technology integration, and the importance of computer technology integration as a regular feature in an early childhood classroom.

Multicultural strategies for education and social change: carriers of the torch in the United States and South Africa

This book describes a different approach to teacher education, designed to create carriers of the torch - teachers who have a sense of efficacy and the attitudes, dispositions, and skills necessary to teach students from diverse racial, ethnic, and linguistic backgrounds. Through her examination of teacher change and teacher education in two countries - the United States and South Africa - the author proposes new ways to prepare teachers for a rapidly changing global society. Presenting the story of a dynamically successful program that was developed and implemented with over a hundred U.S. and South African teachers, this book shows us how to: facilitate the development of teachers who see literacy as a tool for understanding and building upon student diversity in their classrooms; restructure teacher education programs to cultivate teachers who are committed to teaching socially and economically disenfranchised students; foster teachers' interest in understanding the historical, cultural, political, and economic circumstances and resources that students bring to the classroom; and, empower teachers to become agents of change and develop their own voices on critical issues related to diversity.

Developing fundamental principles for teacher education programs and practices

Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers’ needs and for their meager impact on practice. Many pleas are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked effectively. Although various attempts to restructure teacher education have been published, no coherent body of knowledge exists about central principles underlying teacher education programs that are responsive to the expectations, needs and practices of student teachers. By analyzing effective features of programs in Australia, Canada, and the Netherlands, this study contributes an initial framework of seven fundamental principles to guide the development of responsive teacher education programs that make a difference.

Restructuring teacher education for sustainability: student involvement through a “strengths model”

In responding to the demand for major review of teacher education to meet the needs and challenges of the twenty-first century, the Faculty of Education at Griffith University in Queensland, Australia is in the throes of a major review of its primary teacher education program. This review is taking place in the midst of University wide debate on the nature and scope of Education for Sustainable Development (ESD). While consensus exists of the importance of ESD, debate continues regarding programs, policies, and practices. Education staff members feel strongly that new programs should encompass knowledge, issues, perspectives, skills, and values central to ESD, but remain uncertain about how this could best be achieved. The “strengths model” where every discipline and every staff member and student can contribute is being utilised by the working parties and is likely to be adopted as a means of ESD. To determine a benchmark for inclusion of components of ESD, and as one stage of including students in the decision-making process, a survey was conducted in February 2004 that sought to determine general environmental attitudes, specific practices and perceptions of a need to change. The survey indicated that a large portion of the students enrolled in preservice teacher education at this University were very concerned about environmental issues and felt that their preparation as teachers should include aspects of teaching about sustainability. The survey also indicated however, that the knowledge base regarding environmental issues was minimal and insight into the social, cultural and economic complexities of ESD was quite superficial. Students openly expressed a lack of confidence in their ability to make wise decisions or take appropriate action. This paper describes the context and strategies of the current restructure/reorientation of the preservice teacher program, highlighting the current and potential impacts of student involvement in the process.

Inclusive Classrooms: What Practicing Teachers Want to Know

The increasing practice of inclusion of students with disabilities in general education classrooms has created a new context for general education teachers. As teachers are required to teach students with special needs in their classrooms, many do not feel confident in their professional preparation or ability to effectively meet these responsibilities. The purpose of this article is to share the results of a study that explored the perceptions of practicing general education teachers related to their needs to successfully teach students with disabilities. A survey was distributed to 71 general elementary education teachers. The survey included the question, “What information do you feel you need to more effectively teach children with special needs “? The teachers reported their primary needs focused around two broad categories of 1) information, and 2) administrative support. The results of this study may provide specific content and implications for restructuring teacher education and staff development programs to meet the needs of general education teachers.