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Author: Gary Harfitt Publisher: Springer Nature ISBN: 981156003X Category : Education Languages : en Pages : 191
Book Description
This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices. It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses. This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers. Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes. In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning. These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
Author: Gary Harfitt Publisher: Springer Nature ISBN: 981156003X Category : Education Languages : en Pages : 191
Book Description
This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices. It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses. This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers. Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes. In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning. These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
Author: Virginia M. Jagla Publisher: IAP ISBN: 1623964202 Category : Education Languages : en Pages : 285
Book Description
Transforming Teacher Education through Service-Learning provides a fresh look at educational reform through the lens of teacher preparation. It poses the question “Why service-learning now?” as it discusses the meaningful ways service-learning pedagogy can transform the approaches used to prepare teachers to educate tomorrow’s children. The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of diversity. Knowledge of the pedagogy and how to implement it in candidates’ future classrooms could alter education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this volume is meant to continue support of the notion of educational reform. Because the vision we hold becomes the reality we experience, it is imperative to consider the question—Why service-learning now?—as we adjust teacher preparation programs to promote engaging opportunities for today’s youth.
Author: Publisher: ISBN: 9781526441669 Category : Experiential learning Languages : en Pages :
Book Description
This research stems from our work at the University of Hong Kong that explores new ways to develop high-quality teachers, arguably the most influential element in any education system. Set against a complex backdrop of globalization, high-stakes comparative studies of educational systems, and increased demands on teachers at primary and secondary levels, the study covers fieldwork in assisting teachers-in-training to enact social action through an innovative community-based field experience model that fosters teacher learning by building links between our faculty and local non-governmental organizations (NGOs) in Hong Kong, mainland China, and Southeast Asia. There is a broad literature on the provision of experiential learning (EL) projects in teacher education programs, but there is very little research on how to reliably understand the learning process or how to assess the process of change within individual student teachers who participate in EL. This case provides an account of how to elicit feedback from postgraduate student teachers undertaking local and international EL activities through focus-group discussion (FGDs) and ongoing reflections. The case throws light on some of the most crucial aspects when assessing EL and addressing key challenges such as learning what a substantive reflective process is and how students' learning experiences might be evaluated. The case also shares data from numerous individual and FGDs with students who have engaged in EL and concludes with recommendations on eliciting student feedback so as to enhance our understanding of how EL can promote personal and professional development in initial teacher education (ITE).
Author: Meidl, Tynisha D. Publisher: IGI Global ISBN: 1522540423 Category : Education Languages : en Pages : 635
Book Description
Teacher education programs serve traditional and non-traditional students and develop teachers to enter a range of teaching environments. Approaching teacher education through community involvement and learning objectives helps to effectively prepare teachers to serve local and community needs. The Handbook of Research on Service-Learning Initiatives in Teacher Education Programs provides emerging research on the methods and techniques for educators to strengthen their knowledge regarding the intersection of service learning and field placements. While highlighting topics, such as cultural competency, teacher development, and multicultural education, this book explores the benefits, challenges, and opportunities for employing community service as the driving framework for field experiences. This publication is a vital resource for practitioners, educators, faculty, and administrators seeking current research on the opportunity of field involvement to enhance teacher candidates’ experiences and provide a channel for meaningful learning.
Author: Scott D. Wurdinger Publisher: R&L Education ISBN: 1607093693 Category : Education Languages : en Pages : 127
Book Description
This book describes how to change the way in which educators conduct business in the classroom. Our current educational systems lack ways to reach today's learners in relevant, meaningful ways. The five approaches in this book inspire and motivate students to learn. The authors provide in-depth descriptions into these overlapping approaches for experiential learning: active learning, problem-based learning, project-based learning, service learning, and place-based education. Each of these five approaches includes an element of student involvement and attempts to engage students in solving problems. The chapters are presented in a consistent, easy-to-read format that provides descriptions, history, research, ways to use the approach, and resources. This book will help educators transform their classrooms into dynamic learning environments.
Author: Julie Gorlewski Publisher: Routledge ISBN: 1000426149 Category : Education Languages : en Pages : 240
Book Description
Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools? These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts. Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.
Author: Benjamin Luke Moorhouse Publisher: Springer Nature ISBN: 3031059611 Category : Education Languages : en Pages : 82
Book Description
This book explores teaching abroad during initial teacher education, an increasingly common practice in the initial preparation of teachers. Teaching abroad involves pre-service teachers spending a defined period teaching in a foreign country or in an alternative, and preferably a distinctly different, education system from the one in which they are receiving their initial teacher education. The book, drawing on relevant literature and the author’s first-hand experience of developing and leading a teaching-abroad project, is a concise but comprehensive introduction to the field. Important aspects of the initiative, such as rationale, project designs, benefits, criticisms and limitations, community considerations and future possibilities are included. The book is an important starting point for teacher educators interested in developing teaching abroad projects, as well as academics and scholars interested in the principles, practices, and debates around teaching abroad in initial teacher education.
Author: Christina Hong Publisher: Springer Nature ISBN: 9811698120 Category : Education Languages : en Pages : 574
Book Description
This book draws on the responses to learning and teaching and applied education futures thinking, that provide insights into the future of learning. It brings together more than 30 novel and important applied research and scholarly contributions from around the world, including Australia, Canada, Finland, Germany, Hong Kong, Japan, Macau, Mainland China, Malaysia, Morocco, Pakistan, and the UK. The chapters, including reflective essays and practice-based case examples, are divided into five major themes: • Future ready values and competencies for the future of work • Innovative pedagogies in applied degree learning and training • Driving student access, engagement, and success through digital technologies • Intelligent technologies: Embedding the new world of work into applied degrees • Lifelong learning, partnering, and the future of work This book is important for readers interested in international perspectives on the future of work and professional education.
Author: Scott D. Wurdinger Publisher: R&L Education ISBN: 157886240X Category : Education Languages : en Pages : 112
Book Description
This book explains what experiential learning is, why it works, and how it can be used in both high school and post secondary settings. Tools for assessing experiential learning are also provided.
Author: Betty McDonald Publisher: Cambridge Scholars Publishing ISBN: 1527544370 Category : Education Languages : en Pages : 239
Book Description
Who doesn’t want to improve teaching and learning? A lot of people continue to ask searching questions like: Will I ever use this in real life? Why waste time learning all this stuff? Such questions are never-ending. This book provides answers to these and many other queries. Repeatedly, we hear sayings like, ‘No pain, no gain’; ‘You’ll know it when you feel it’; ‘You have to experience it to know about it’; ‘Experience teaches!’; and ‘Experience is the best teacher!’ Such commonly heard adages appear to underscore the importance of experiential learning. Underpinning these aphorisms is the common theme that learning is most effective through experience. This book provides the reader with the tools needed to make better use of experiences to improve teaching and learning. It is divided into several parts to facilitate easy understanding. Operating under the Creative Commons Copyright license, the text is intentionally interspaced with relevant shareware graphics (exhibits) from the public domain. Such exhibits are selected to serve as stimulants for innovation, engagement and personal pleasure.
Author: Gary Harfitt
Author: Gary Harfitt
Author: Virginia M. Jagla
Author: 
Author: Meidl, Tynisha D.
Author: Scott D. Wurdinger
Author: Julie Gorlewski
Author: Benjamin Luke Moorhouse
Author: Christina Hong
Author: Scott D. Wurdinger
Author: Betty McDonald