Læreruddannelse

This book outlines a landscape of diversity education in the MENA region and its repercussions on learners' abilities, outcomes, and prospects. It addresses the concerns of language educators, curriculum designers, language education researchers, students and trainers. Theoretically, the issues of diversity, inclusion and equity share common principles and insights; yet they are not conceived of in this book as interchangeable. These subtle distinctions, as delineated in this book, show that they are complementary and include the principles of quality education which leverage human rights, sustainability and promotion of the human capital. What makes this book distinctive is that it reconsiders the existing pedagogical trends in terms of the current social upheavals, and with reference to the principles of development and progress needed in twenty-first century education.

This book explores the concept of the "e;best-loved self"e; in teaching and teacher education, asserting that the best-loved self is foundational to the development of teacher identity, growth in context, and learning in community. Drawing on the work of Joseph Schwab, who was the first to name the "e;best-loved self,"e; the editors and their contributors extend this knowledge further through the collaboration of their group of teacher educators, known as the Faculty Academy, who have been involved in examining teacher education for over two decades.  

Artificial Intelligence is at the top of the agenda for education leaders, scientists, technologists and policy makers in educating the next generation across the globe. Beyond applying AI in daily life applications and educational tools, understanding how to learn and teach AI is increasingly important. Despite these emerging technology breakthroughs, AI learning is still new to educators especially to K-16 teachers. There is a lack of evidence-based studies that inform them about AI learning, including design principles for building a set of curriculum content, and pedagogical approaches as well as technological tools. Teaching AI concepts and techniques from programming languages and developmentally appropriate learning tools (e.g., robotics, serious games, software, intelligent agents) across different education levels emerged in recent years. The primary purpose of this book is to respond to the need to conceptualize the emerging term "e;AI literacy"e; and investigate how to teach and learn AI in K-16 education settings.This book examines different aspects of learning artefacts, pedagogies, content knowledge and assessment methods of AI literacy education, from theoretical discussions to practical recommendations for curriculum and instructional design. An exhaustive summary of current evidence with examples is illustrated in this book, as well as cutting-edge research that serves as an AI literacy model for different countries' contexts. Part I, "e;Conceptualizing AI literacy"e;, provides a detailed discussion on the development of the concepts and frameworks on AI literacy education, discusses the differences and similarities between AI in education (AIED) and AI literacy education, and illustrates the reasons why K-16 students need to learn AI. These concepts are brought together in Part II, "e;K-16 AI literacy education"e; to further summarize the pedagogies, learning content, learning tools and assessment methods to inform K-16 educators how to design their AI instruction at each education level. After that, part III "e;AI literacy for instructional designers"e; explores how instructional designers (i.e., AI developers and teachers) prepare themselves to become ready to design developmentally appropriate tools, platforms, services and curricula to empower students with AI literacy skills.

This handbook provides an important overview of corporeality, embodiment and learning in education from both theoretical and empirical perspectives. Situating the body at the centre of educational practice, the editors and contributors introduce the concept of ¿tact¿ as a practical corporeal language. The chapters provide a spectrum of historical, conceptual, empirical and practical educational approaches for embodied pedagogical engagement. Tact and embodied knowledge form a significant component of a teacher¿s capability and professionalism: interacting with students, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual way that are as restrained as they are enabled by the body. This handbook questions the familiar and established essentialist and naturalist view of the body to allow new perspectives on how corporeality affects learners.It will be of interest to scholars in education and philosophy as well as those researching in across social sciences.

This is Volume 44 of the Educational Media and Technology Yearbook. For the past 40 years, our Yearbook has contributed to the field of Educational Technology in presenting contemporary topics, ideas, and developments regarding diverse technology tools for educational purposes. The Yearbook has inspired researchers, practitioners, and teachers to consider how to develop technological designs, curricula, and instruction, integrate technology to enhance student learning, teach diverse populations across levels with effective technological integration, and apply technology in interactive ways to motivate students to engage in course content.The audience for the Yearbook typically consists of media and technology professionals in K-12 schools, higher education, and business contexts. The Yearbook editors have dedicated themselves to providing a record of contemporary trends related to educational communications and technology. The Yearbook also strives to highlight special movements that have clearly influenced the educational technology field. This volume continues the tradition of offering topics of interest to professionals practicing in other areas of educational media and technology.The Yearbook has become a standard reference in many libraries and professional collections. It provides a valuable historical record of current ideas and developments in the field. Part One of this updated volume, ¿Trends and Issues in Learning, Design and Technology,¿ presents an array of chapters that develop some of the current themes listed above, in addition to others. In Part Two, ¿Leadership Profiles,¿ authors provide biographical sketches of the careers of instructional technology leaders. Part Three, ¿Graduate Programs in Learning, Design, and Technology,¿ and Part Four, ¿Organizations and Associations in North America,¿ are, respectively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related fields. Part Five, the ¿Mediagraphy,¿ presents an annotated listing of selected current publications related to the field.

This book reports outcomes of a study commissioned by the International Association of Steiner Waldorf Early Childhood Education (IASWECE) to summarise the effects of the Covid-19 pandemic on those who work in Waldorf early childhood education around the world. It raises questions about well-being, resilience, relationships, and modified practice. We hope it will provide valuable material for study, both individually and in groups.

This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions. The current nature of our complex, rapidly changing world makes it imperative that colleges and universities worldwide find ways to educate their students in new and better ways: this is reflected in a change in focus from teaching and testing to maximizing student learning in line with the core mission of ADCs to ensure students achieve the best possible learning outcomes. This handbook builds on this transformation, as well as the foundational ADC structure and programming guidelines established by the Professional and Organizational Development Network, to offer a comprehensive exploration of professional development in the sector. This handbook is global in scale and comprehensive in scope, addressing various key topics such as organizational structure and leadership, funding, and program design. It calls for professors and academics to reflect on and adapt their methods of teaching independent to their research, and provides helpful frameworks and case studies for researchers designing centers or seeking models for additional programs.

This book provides a comprehensive understanding of India's continuing professional development (CPD) landscape. It examines the issues surrounding the professional development of English language teachers in India at the tertiary level from multiple perspectives. Further, it evaluates various models of continuing professional learning (CPL) and emphasizes the transformative model as a solution to the social, administrative, or other impediments teachers encounter in their lives. Importantly, it presents examples, solving academic and non-academic problems in formal and informal, and face-face and technology-mediated forms of teaching and learning by teachers of English in different contexts. It discusses the latest developments in the literature related to the transformative and reflective approach to classroom problems faced by teachers on the ground such as classroom environment, students' socio-economic background, teachers education, and teacher assessment. Also, it positions continuing professional development (CPD) as having transformative power in teaching English in India and how it can improve students' learning opportunities. The book is relevant to English language teachers, teacher educators, and researchers in India and across the globe to address significant issues in the field: how to handle every classroom situation and how to train oneself as a teacher as well as a teacher educator.

This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy. These times call for teacher education to reconsider how the work devoted to social justice is explicit and intentional about its commitment to a racially just society. What does it mean for teacher education to seize this moment to confront racism and inequities that continue to perpetuate in society and school? The book highlights efforts that are being augmented to prepare teacher candidates and future faculty to address systemic racism in their teaching practices. 

This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR.This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers; mathematics education curriculum designers and policymakers.

This textbook serves as a current and comprehensive resource on effective Continuing Professional Development (CPD) for TESOL practitioners in various contexts around the world at various stages in their careers. The practices described by language teachers, teacher educators and professional development providers in this book offer a vision of critical issues to consider when designing and evaluating professional development opportunities. Effective professional development requires careful planning informed by the realities of the local context and the specific needs of the teachers. This textbook is designed to support those who provide professional development opportunities by presenting global perspectives on professional development for a range of teaching contexts at different language levels. Each chapter includes a discussion about the type and source of support available in the given context, as well as a reflection on the challenges that exist for both teachers and CPD providers. These insights serve to help CPD designers and providers as they problematize teacher development opportunities in their context. Each chapter concludes with a synthesis of the strengths of CPD in the local context and a discussion of future directions that target opportunities for transformation and improvement. This volume celebrates teachers, teacher educators and CPD providers around the world. High-impact practices are presented from fifteen countries: Cameroon, Canada, Costa Rica, Indonesia, Kazakhstan, Malta, New Zealand, Norway, Oman, Qatar, South Africa, South Korea, Sri Lanka, Tanzania and the United States of America.

Kombatan Arnis stands as a formidable embodiment of self-defense and empowerment. Its fusion of ancient wisdom and modern practicality equips practitioners with the tools to navigate an unpredictable world with confidence and preparedness. As individuals immerse themselves in the art of Kombatan, they not only learn the art of self-defense but also embrace a cultural legacy that celebrates resilience and strength. In a time when personal security is paramount, Kombatan emerges as a beacon of empowerment, guiding individuals towards a safer and more confident future.

This book presents diverse processes of crafting that bring humans, more-than-humans and the environment closer to one another and, by doing so, addresses personal and educational developments towards ecological sustainability. It discusses the human-material relationship, introduces posthuman theoretical entry points and reflects on the implementation of such theoretical perspectives in education. The practical examples of crafting-with the environment, the material practices and reflections posed in the book, provide insights into possible ways of levelling out human and material hierarchies.  The chapters of this book give examples of artists' and craftspeople's processes of thinking through materials and with materials, but also their reflections on how more-than-humans (animals and plants) craft from available materials, and how the environment and landscapes re-craft themselves through tedious processes of transformation. These case examples are founded on the authors' own experiences with phenomena they are trying to understand and critically explore.This book is of interest to professional creative practitioners, art and craft educators, art teacher educators or researchers in the field of creative practices. It has power to inspire rethinking of present educational practices, to ignite critical reflections about materials and more-than-humans, and, hopefully, motivate transformations toward more ecologically sustainable ways of life. 

This edited volume discusses the need to increase quantity and enhance quality of science education focused on preparing rural students to thrive in an interconnected, interdependent, and complex world. It acknowledges that globally integrated education incorporates local knowledge and culture with global trends. Additionally it highlights globally competent science teaching is not included in most preparation programs, and teachers enter schools unprepared to address students¿ needs. Rural schools lack opportunities to keep up with reform efforts and may have limited experiences with diversity, particularly at the global level. These chapters describe globalization in authors¿ respective academic institutions by sharing global competence action research projects for preservice teachers. The studies presented were conducted in elementary and secondary science methods, and science content courses. The book¿s research is unique as the contributors have carried out action research in science teacher preparation programs and participated in peer discussions that helped them fill gaps in global science teaching while advancing the field of teacher preparation programs.

Creating, Sustaining, and Enhancing Purposeful School-University Partnerships: Building Connections Across Diverse Educational Systems explores third space school-university partnerships that are connected to initial and ongoing teacher education, adding to an important literature base with a focus on how these partnerships can be created, sustained, and enhanced, why they are important, and who they can benefit. Emeritus Professor Kenneth M. Zeichner, author of a seminal work on the third space in teacher education, provides a foreword for this edited book that brings together examples of purposeful school-university partnerships authored by academics and practitioners in Australia, Canada, Germany, Ireland, Sweden, the United States of America, Nepal, and Bhutan. This international cohort of contributing authors explores the life cycles and phases of school-university partnerships, the factors that enable and constrain them, and the effects they have on thoseinvolved through case studies, narrative vignettes, action research, and longitudinal research. The accounts shared throughout this book are thoughtful contributions to an expanding body of knowledge delving into the significance and importance of meaningful collaborations that build connections across all aspects of education.

Well-being and resilience can be learned-by students and teachers!Teaching is a deeply relational endeavor at its core, and we cannot be there for our students unless we are first emotionally available to ourselves. But that kind of well-being doesn't just happen. It takes investing in our own happiness, resilience, and presence for us to flourish and become the kind of educators students can rely on-the kind that can help them flourish as well. For over fifteen years, Roni Habib has used positive psychology to teach thousands of educators and leaders effective and rigorously studied practices for developing the types of thoughts, attitudes, and actions that allow us to thrive in life and to be top educators no matter what subject or grade level we teach. In Happy & Resilient, Roni shares practical ideas, skills, and exercises that will support your teaching in the classroom, your leadership at school, and your own well-being and resilience. Each chapter includes activities to use in the classroom with students or at school with your staff, journal prompts to deepen your reflection, and graphic organizers that recap the core exercises. This book lays out a path for what all educators deserve: to be happy and resilient. Endorsements"A must-read for any educator, mentor, coach, or parent. It'll even help you better understand yourself!"-Julie Lythcott-Haims, New York Times bestselling author of How to Raise an Adult"A road map that will make you laugh, reflect, think, and, most importantly, grow as a person on this professional journey."-Marianne Chowning-Dray, Recipient of Presidential Award for Excellence in Mathematics and Science Teaching from President Barack Obama"Whether you're a new teacher or a seasoned educator, the insights and strategies in this book will help you thrive both in and outside the classroom. I highly recommend this book to anyone who wants to unlock their full potential as an educator and make a lasting impact on the lives of their students."-Terry Walker, Superintendent of Irvine Unified School District

I efteråret 2022 blev der indgået en aftale om reform af læreruddannelsen. Med denne genindføres dansk som andetsprog som undervisningsfag. Samtidig bliver fagområdet en obligatorisk del af grundfagligheden som erstatning for det, der tidligere hed undervisning af tosprogede. Det kalder på opmærksomhed og fordybelse og på en aktualisering af centrale begreber og stofområder! Temanummeret vil belyse fagområdet dansk som andetsprog, så vi i læreruddannelse og skole sammen kan skabe de bedste forudsætninger for, at elever med dansk som andetsprog kan deltage og få det fulde udbytte af skolens undervisning.

This book examines the role of teaching within public education. It critiques its function in today's educational policies and theories and establishes an alternative way of understanding teaching. It explores teaching from within a Sophist tradition of educational practice and thought.The first part of the book discusses the vital link between public education and democracy, the shifts in schooling's role in fostering competition and comparisons at the cost of social responsibility and democratisation. It identifies the driving force of those shifts as forces of aggression and destruction, central to a neoliberal ideology. The second part of the book argues for a practice of Sophistical teaching rather than Socratic teaching. It explores in-depth what it could mean to be teaching in an up-to-date sophist tradition of educational thought and practice.The book also includes insights for teaching to counter aggressive forces of nationalism, racism, and late capitalism's violence and the escalating climate crisis. Readers will be able to understand teaching within educational thought and precisely how different teaching forms can contribute to education as democratisation.

This book traces raciolinguistic ideologies in England's schools, focusing on post- 2010 policy reforms which frame the language practices of low-income, racialised speakers as limited and deficient. Across interviews, policy mechanisms and classroom observations, the author shows how raciolinguistic ideologies are rooted in British colonial logics which continue to shape contemporary education policy. He shows how these policies require marginalised speakers to modify their speech patterns in line with normative standards of whiteness under new guises of social justice and research robustness. Finally, new visions for language education and linguistic justice are offered, demonstrating how teachers can see themselves as language activists to identify, resist and reject faults in a hostile and oppressive policy architecture. This book draws on fields including critical language policy, educational sociolinguistics, genealogy, raciolinguistics and critical language awareness.

Teaching is hard. And in the last three years, for so many of us, the job has gotten so much harder. When we teach, a whole lot is expected of us-- but we expect a whole lot from ourselves, too. That's a lot of pressure! No wonder so many of us go into school every day giving the job everything we've got only to go home feeling demoralized, discouraged, and disgruntled -- feeling like no matter what we do, it will never be enough. That's the unbearable weight of great expectations right there! It's those unrealistic and untenable expectations that weigh so many of us down, pushing our toes to the precipice of that ever-looming burnout that has claimed so many of our most seasoned teachers. For us try-hards, just being "proficient" will never be sufficient -- but know this: there really is something we can do to make the vocation of teaching more sustainable, rewarding and enjoyable -- and it starts with us. Being excellent in the classroom starts with being excellent to ourselves. It's about finding balance with help from a teacher with 20 years of classroom experience. When Proficient Isn't Sufficient: A Try-Hard Teacher's Guide to Sustainable Teaching can show you how to find balance, not with theories, but with real-world approaches to making self-care a priority, cultivating relationships, and building stronger, more engaged learners by teaching through a more realistic lens. In the end, it's all about balance, and When Proficient Isn't Sufficient: A Try-Hard Teacher's Guide to Sustainable Teaching will help you find it.

Are you feeling lost in the professional world? Are you worried about getting stuck in your parent's basement forever? Don't worry, we have the perfect solution! Our guide is designed to help young adults, whether they have a college degree or vocational training. It offers practical advice and resources to help you position yourself professionally. With this guide, you'll be able to overcome your fear of preparing for your first job and learn how to find the right company. In "For The Unguided Twenty-Something Year Old: The Professional Playbook" you'll discover easy-to-follow steps to prepare for your first interview, create a success roadmap, and understand transferable skills. You'll also learn how to develop your professional etiquette and increase your chances of landing your first job quickly. So why wait? Start reading our guide today!

Der Band greift Überlegungen auf, die an postcolonial studies im erziehungswissenschaftlichen Kontext anschließen. Schule als Ort der Bildung, aber auch häufig als Ort von Othering und Diskriminierung wird hierbei in den Blick genommen. Die internationale Fachdebatte wird für die deutschsprachige Bildungsforschung erschlossen, gebündelt und in den hiesigen Kontext transferiert. Ziel ist es, den Blick auf Bildung, Schule und die meist verdeckt mitlaufenden Themen zu erweitern, für Diskriminierungswirkungen der Bildungsinstitutionen zu sensibilisieren und der epistemologischen Gewalt eine Dekonstruktion hegemonialen Wissens entgegenzusetzen.