Practices And Perspectives Of Teaching And Teacher Education In Africa
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Practices and Perspectives of Teaching and Teacher Education in Africa by Boadu, Gideon,Odhiambo, George,Marandi, Pegah Pdf
Teacher education is a known variable that impacts the quality of teaching and schooling, yet while research on practices in teaching and teacher education abound in other contexts, there seems to be no comprehensive reference work on teaching and teacher education in Africa. With Africa and the diaspora boasting rich, diverse political and educational contexts and practices, this gap in knowledge requires that attention be focused on investigating issues that shape the pace, course, and direction of teaching and teacher education in these contexts. Practices and Perspectives of Teaching and Teacher Education in Africa facilitates scholarly discussions among scholars and practitioners about practices, innovations, and future possibilities for educating the next generation of competent students and teachers in Africa. Covering topics such as educational reforms, equity, career progression, and curriculum development, this major reference work is ideal for administrators, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students.
Teacher Education in Sub-Saharan Africa by Rosarii Griffin Pdf
In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor quality educational experience reported in the school. Currently, approximately only one third of teachers are qualified to teach. This dearth in qualified teachers also means that secondary and tertiary education need to be improved upon to provide an educated cohort of graduates. This in turn will ensure that the quality of teacher trained and retained within the profession is of a sufficiently high standard to ensure sustainable progress. This volume focuses on the various aspects of teacher education which need to be addressed in order for the wider Millennium Goals to be achieved, but more importantly, so that each African child living within sub-Saharan Africa will have the right to a quality education: ensuring they too experience their right and entitlement as children to reach their full potential - often taken for granted in Western countries – giving African children the necessary tools to build a better future for themselves. Of particular interest to the education researcher and policy maker, this volume’s contributors look at the various issues and challenges around the teacher profession, particularly in relation to resources and practices within sub-Saharan Africa. The contributors examine the issue of building research capacity for educational research within teacher education Colleges and explore the concept of education for sustainable development with the view to improving the development of quality teacher education within the global South. In this volume, research reports are presented highlighting the various challenges within the structure and provision of teacher education within certain national contexts, including assessment and curricula issues, which need to be addressed. This volume goes from the global to the local and examines teacher educator teaching, learning and reflective practice issues within different contexts, as well as exploring alternative pre-service experiences for western teachers who wish to work within the sub-Saharan context as well as some teacher educator exchange programmes between the South and North. Case countries explored include Lesotho, South Africa, Mozambique, Uganda, Kenya, Tanzania and Madagascar, to mention but a few. Of particular value to the education researcher and policy maker, this book provides a timely resource focusing on an area of neglect, highlighting the central role of the teacher and teacher education towards sustainable development within the sub-Saharan African context.
Embedding Social Justice in Teacher Education and Development in Africa by Carmel McNaught,Sarah Gravett Pdf
This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens. The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world. This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education.
Teaching and Teacher Education by Rohit Setty,Radhika Iyengar,Matthew A. Witenstein,Erik Jon Byker,Huma Kidwai Pdf
This edited volume brings together diverse thinkers and practitioners from the field of teaching and teacher education as it pertains to educational development in South Asia. In this volume, authors draw from their research, practice, and field experiences, showcasing how teaching and teacher education are currently being carried out, understood, theorized, debated, and implemented for the education of children and teachers alike in South Asia. The volume also includes practitioner voices, which are often marginalized in academic discourse. This book acts as a key reference text for academics and practitioners interested in the intersection of education and development in the region, and in particular what it takes to pull off ambitious teaching and teacher education in South Asia.
Glimpses into Primary School Teacher Education in South Africa by Sarah Gravett,Elizabeth Henning Pdf
This book explores the current landscape of Initial Teacher Education (ITE) in primary schools in South Africa. Considering recent policy directives and initiatives, it highlights the dilemmas of ITE for the primary school and gives a thorough account of innovations and initiatives to improve ITE. The book presents what works best for quality preparation of teachers in the Global South, where many children rely on their teachers and school life to break the cycle of poverty. Chapters draw on evidence from workplace learning, pre-service study, and primary school teacher education policy to highlight examples of promising change in teacher education in South Africa, addressing the clichés of "theory versus practice" head-on. This book successfully brings out the challenging aspects of teacher education for childhood learning which has otherwise been regarded as the softer option for a career in education. This book will be of great interest for academics, researchers, and post-graduate students in the fields of teacher education, African education, educational policy, international education, and comparative education.
Perspectives on Multigrade Teaching by Linley Cornish,Matshidiso Joyce Taole Pdf
This book contains the results of research projects carried out in relation to multigrade teaching in Australia and South Africa. Research in multigrade contexts is not commonly reported and rarely in book form. The research results have implications for multigrade teachers, government education personnel, and university teacher educators. The book also contains chapters with practical advice for multigrade teachers, including examples of multigrade teaching used in an Australian seven-grade class (kindergarten to grade 6). Other chapters contain suggestions for practical strategies a multigrade teacher can use to reduce the workload involved in planning for multiple grades. Very little is published in the area of multigrade teaching, yet the number of multigrade schools worldwide is huge. Developed countries still have a significant proportion of multigrade schools (commonly one fifth to one third of all primary schools or classes). Despite decades of centralisation of schools and expansion of transport networks, the number of these schools remains high, mostly in rural areas. Developing countries established multigrade schools in rural areas in order to achieve the UN Millennium Development Goal of Universal Primary Education. Yet, specific training to teach a multigrade class remains virtually non-existent in initial teacher education programs worldwide. The value of this book is thus to report specific research carried out in multigrade contexts but also to provide practical help for multigrade teachers. This help is needed as the teachers strive to achieve the UN Sustainable Development Goal of a quality education, through helping their students develop the skills and behaviours required for 21st-century learning.
Teacher Education for Transformative Agency by Carina America,Nazeem Edwards,Maureen Robinson Pdf
Many teacher education programs globally are undergoing significant changes in response to government policy, imperatives driven by global competitiveness, as well as local conditions. This is particularly relevant in the South African context where teacher education seeks to navigate from the ravages of apartheid education towards addressing the developmental needs of the majority of its citizens. This book records and explores efforts by academic staff members within the Faculty of Education at Stellenbosch University, South Africa, responding to the demands of a new program in initial teacher education. It brings together diverse views seeking to present a coherent program in the Postgraduate Certificate in Education (PGCE). It examines how curriculum design unfolds across disciplines in the program, and crucially, the commonalities in the presentation of course material. Lecturers examine the purpose, structure and content of their teaching as they engage with putting democratic policy goals into practice in the core, as well as subject-specific modules of the program.
Developing Teaching and Learning in Africa by Vuyisile Msila Pdf
Developing Teaching and Learning in Africa is a collection of chapters that carry on the topical discussions on indigenous knowledges and western epistemologies. African societies still aspire towards knowledge that is liberatory, enhance critical thinking and decentre Eurocentrism. The contributors explore these decolonial debates as they navigate ways of moving towards epistemic freedom and cognitive justice.
Contemporary Voices From The Margin by Peter Ukpokodu,Omiunota N. Ukpokodu Pdf
Traditionally, American educators and communities have looked to Europe and Asia for ideas for rethinking and reforming education for America’s diverse children. This book, Contemporary Voices from the Margin: African Educators on African and American Education, brings together new voices of diverse African-born teacher educators and Africanist scholars who share personal experiences as well as researchbased perspectives about education in Africa and America that will be valuable to rethinking and reforming education for America’s struggling schools. The book is a comprehensive work of experienced educators and scholars in the field of teacher education and African Studies. The editors of the book invited a diverse group of African-born teacher educators and scholars from different countries of Africa who teach in the U.S. The contributors share a common African experience, but they are geographically diverse in countries of origin and research. Their knowledge about African communal living as well as colonial powers and imperialism as they operated in various African countries enables them to compare and contrast various educational models and practices, including traditional ones. They are also diverse in their fields of specialization but have expertise in multicultural education, urban education, and culturally responsive pedagogy that have become the focus of U.S. discourses in public education and teacher preparation programs. Given that these scholars were born or socialized, and educated in, as well as, taught schools and colleges in their respective African countries before settling in the United States, they bring a wealth of experience and insights into what it means to successfully educate children and youth. The book is divided into three parts. Part 1 examines African processes and practices of education, both formal and informal, as contributing authors share perspectives about African indigenous education including cultural socialization and formal western-type education and organization of schools. Part 2 focuses on patterns and structures of formal, western-type education in selected African countries. Part 3 explores cross-cultural perspectives on American education. The contributors provide chapters of stimulating and rich perspectives that will engage the discourse on rethinking and reforming education and schooling for America’s diverse students.
Emerging from the pioneering work of the African Association for History Education (AHE-Afrika), Teaching African History in Schools offers an original Africa-centred contribution to existing research and debates in the international field of history education.
International Perspectives on Teaching Excellence in Higher Education by Alan Skelton Pdf
There has been an explosion of interest in teaching excellence in higher education. Once labelled the ‘poor relation’ of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions. This book constitutes the first serious scrutiny of how and why it should be achieved. International perspectives from educational researchers, award winning teachers, practitioners and educational developers consider key topics, including: policy initiatives research-led teaching teaching excellence and scholarship the significance of academic disciplines research into teaching excellence rewarding through promotion inclusive learning and ICT. Teaching Excellence in Higher Education provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.
Teacher Empowerment Toward Professional Development and Practices by Ismail Hussein Amzat,Nena P. Valdez Pdf
This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.
Teacher Education Systems in Africa in the Digital Era by Bade Adegoke,Adesoji Oni Pdf
Teacher education is vital for the realization of a nations development aspirations. The conception, incubation and delivery of any national development policy, as well as the reform and implementation of extant policies, are driven by the quality of teachers and their products within a functional educational system. Indeed, national and global models of development, including the millennium development goals revolve round the frames of quality education, beginning with teacher education. It is therefore important to have functional teacher education systems in Africa to help its citizens explore the networking of the world as a global village. This is achievable through a systematic mobilization of national resources and visible commitment to the development of a modernized cadre of scientific and technological manpower. This book, Teacher Education Systems in Africa in the Digital Era is a rich exposition of theories and praxes essential for the development of teacher education in Africa. The book has immense benefits for teachers, teacher trainers, funding agencies, other stakeholders and policy makers.