Suchergebnisse

This paper comes at a time of curriculum and Initial Teacher Education (ITE) change in England. The need to hold on tightly to many first principles is vital and one of these is the role of the modern foreign languages mentor in schools, in the context of secondary ITE, the Post Graduate Certificate in Education (PGCE) more specifically. This paper aims to restate the definition of the subject mentor, focusing on the qualities, the complexity and evolution of the role. A theoretical framework has been developed based on the theory of mentoring and associated concepts of reflective practice and professional dialogical relationships. Theory and practice of mentoring are then supported with a small-scale research study based on open-ended questionnaires to subject mentors of PGCE Modern Foreign Languages (MFL). The paper also explores the type of collaboration that subject mentors would appreciate having with Higher Education Institutions (HEIs) and observes whether the subject mentoring role in MFL is changing as a result of government policy changes.

In this essay, as a group of teacher educators, we discuss our experience of "walking the walk" of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability; trauma-informed practice; and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of individual courses and units, while at the same time making space for our strengths and our "unlearnings" as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.

" Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, Chile, England, Finland, The Netherlands, Norway and South Africa to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education. "--

ABSTRACT The current legislation regulating basic education in Brazil (Brasil, 2013) and the inclusion of students with specific educational needs in regular schools (Brasil, 2015) warrant some reflections on the discourses and actions in the field of language teacher education. We have observed that the implementation of inclusive practices in Brazilian schools has been a time-consuming process as it implies not only changes in public policies, but also - and maybe primarily - several kinds of transformation in educational contexts. Considering the broad spectrum of students' specific educational needs, given the innumerable types of pathologies and their nuances, as well as keeping in mind the assumption that teachers can only create some space for inclusive practices in the classroom if their education is based on critical, autonomous, and informed thinking (Celani, 2010), we consider it to be essential to explore the language teacher education landscape. It seems important to highlight that our understanding of inclusive practices is related to the process of identifying and reflecting on what social-affective, ethical, and pedagogical changes are needed, not only providing accessibility and architectural changes as is usually done. However, this perspective still requires some debate on the language teacher education courses in our country. In this paper, we discuss the inclusive practices, programs, and studies carried out at three Brazilian universities: Federal University of Paraíba, State University of Londrina, and Federal University of Uberlândia. Our aim is to analyze the way inclusive matters have been or can be incorporated into the pedagogical project, the teacher practicum, and/or the individual projects of teacher educators in the institutions mentioned in this paper.

Higher Education is in constant transition. In the Flemish context this is illustrated by a gigantic transformation in teacher education (TE). In the context of this transformation Educational master-level programs (EQF 7 – VKS 7) are designed and will be implemented in 2019-2020. The main factor that has to be taken into account is the a priori choice to offer the master programs at different locations throughout the Flemish region. This demands from the new educational masters in TE a radical focus on multi-campus education. This article stresses the need to establish a strong vision on distance education (DE) in TE. To do so a typology of distance education in teacher education is developed. Elen et al. (2014) can be seen as a prime inspiration for the different approaches (of distance education in teacher education). At the core of this article are the three outlined approaches as a basis for discussion. A methodology is presented to systematically sketch this process and its future aspirations. It has to be noted that this search for prototypes can never be seen as a fixed description but as a constant search and debate.

The history of western education in Nigeria was intimately bound up with the history of western education in Europe. During and after the Dark Ages in Europe, the church dominated the business of education and this had a tremendous impact on the intellectual life of people not only in Europe and America but also in the British colonial territories of Asia and Africa. Historically, the British imperial ambition and effective occupation of Nigeria dated back to the second half of the 19th century even though some Europeans including British traders had assumed trading activities with the people in the coastal areas of the region since 1533 (Osokoya 2008). It is on record that the British naval forces started their pre-occupation of Southern Nigeria in 1851 when they bombarded the city of Lagos to punish Kosoko the King of the city who continued with the obnoxious slave trade despite its abolition in the British empire in 1833. Barely ten years after the bombardment, the British government annexed the city to the British Crown (Osokoya 2008). It was only in 1900 that the British flag was flown in the Northern Nigeria (Abubakar, 1980). Britain thereafter adopted a number of measures including coercion and diplomacy to remove all visible African opposition to her full central authority of the Nigerian nation. In fact, with the amalgamation of the Northern protectorate with the Colony and Southern Protectorate in 1914, Britain had succeeded in making herself the sole paramount ruler over a people of different cultures and multi-lingual communities which she unilaterally named Nigeria. Interestingly, western education in the area preceded the establishment of the British Crown as the European Christian missions had free hand in the provision of western education to the people in the area a decade before and about three decades after imperial occupation.

With this paper, we explore two approaches to teacher education, paying attention to how teachers are prepared to work in diverse school settings in a time of increasingly competitive neoliberal, market-based reform. These two approaches reflect completion of a traditional teacher education program and completion of Teach for America (TFA). The findings are based on two independent interview studies that are informed by the researchers' joint commitments to postcritical ethnography, which consider issues associated with positionality, reflexivity, objectivity, and representation. The first interview study engaged teachers who graduated from a traditional teacher education program, as well as two participants with a more specialized urban focus. Interview questions asked teachers to describe their implementation of culturally relevant pedagogy in their classrooms and how prepared they were to do so. The second study addressed the experiences of TFA alumni as they matriculated through the program, with special emphasis being paid to the support that each corps member received during and immediately following their tenure.