Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research

Ellis, Viv; Correia, Catarina; Turvey, K.; Childs, Ann; Andon, Nick; Harrison, Christine; Jones, Jeffrey M.; Hayati, Nur

doi:10.1016/j.tate.2022.103918

Cited by 9 publications

(4 citation statements)

References 31 publications

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“…A research-led approach to teacher education has been advanced through the establishment and activities of the Unesco Chair in Teacher Education for Diversity and Development 1 as well as a South African Research Chair Initiative in Teacher Education. 2 Two recent systematic reviews found that a significant number of research publications in the field of teacher education emanated from South Africa (Ananin & Lovakov, 2022;Ellis, et al, 2023). In addition, two major national studies on the state of teacher education and curricula have taken place.…”

Section: Recent Initiatives In Teacher Education In South Africamentioning

confidence: 99%

Untitled

2024

J. educ. (Univ. KwaZulu-natal)

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The complexities of learning to teach: Advancing the debates This special issue was motivated by a need to respond to two discourses on teacher education that have recently become prevalent in South Africa. The first is informed by size and shape concerns such as teacher supply and demand (Green et al., 2014), graduation and attrition rates, and the need for teachers in particular subjects (van der Berg et al., 2020). These are important concerns since they guide decisions about enrolment planning and the allocation of student funding into priority subjects and phases. The second is about the quality and substance of teacher preparation that ensures that future teachers have the knowledge, skills, and commitment to offer quality learning opportunities to those whom they teach.There are tensions between these two priorities. Faced with projected short-term teacher shortages, proposals have been made for school-based internships as a cost-effective way of

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Section: Recent Initiatives In Teacher Education In South Africamentioning

confidence: 99%

Untitled

2024

J. educ. (Univ. KwaZulu-natal)

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“…Fortunately, there have been opportunities to redefine education to promote achievement for all students. There have been multiple briefs and reports (Banks et al, 2007; Cardichon et al, 2020; Darling-Hammond, 2023; Ellis et al, 2023; Gorski & Parekh, 2020; Podolsky et al, 2019) outlining policies to reform teacher education. One consistent theme throughout is the inclusion of social justice and equity focused educational practices that inform teaching and relationships with students and the general school community.…”

Section: Reinvigorating Teacher Educationmentioning

confidence: 99%

Status Quo or Innovation? Transforming Teacher Education in Hostile Times

Brown

2024

Educational Policy

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Teacher education is at a critical crossroads as colleges and schools of education contend with decreased student enrollment, legislative strategizing to limit what is taught, and general pushback regarding what teachers should learn about teaching and their students. As such, the field of teacher education must examine how to collectively rebuff the current movement by policy makers and elected officials who have formalized their desire to maintain the status quo in education. They continue to lobby against social justice in education, critical race theory, multicultural perspectives in teaching, and culturally responsive and relevant pedagogical approaches to classroom instruction, among others. This paper examines the current moment in educational history and highlights opportunities that may transform teacher education policy to become more justice centered.

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“…Blending them provides pedagogical content knowledge, which teachers can use to engage learners and connect subject matter. (Shulman, 1987;Koehler & Mishra, 2005;Ellis et al, 2023). Koehler and Mishra's 2005 TPCK framework added technical expertise to the PCK framework.…”

Section: Tpack Framework In Teacher Professional Developmentmentioning

confidence: 99%

“…Content knowledge is critical to the integration of ICT into classroom practices. Ellis et al (2023) opine that teachers need to possess content knowledge of the subjects before ICT can be selected for lesson delivery in classroom practices. If the teacher does not already possess the CK, they must acquire it by first gaining an understanding of the various components of their general topic content that are relevant to it for teaching and learning to be successful.…”

Section: Content Knowledge (Ck)mentioning

confidence: 99%

Impact of ICT-Driven Teacher Professional Development for the Enhancement of Classroom Practices in South Africa: A Systematic Review of Literature

Ajani,

Govender

2023

JESR

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Education is critical to the development of any country. The quality of education depends on the quality of teachers in the education system. Studies affirm that the initial teacher education that teachers enter the teaching profession with, is not enough to sustain the education system. Hence, there is a need for continuing life-long learning for teachers to keep abreast of their profession. Seemingly, teachers play a significant role in the integration of ICT into teaching and learning. Therefore, adequate and regular professional development of teachers is paramount to the use of learning technologies in classrooms. This study employed a systematic review of the literature to explore the impact of teachers' exposure to ICT through professional development activities on teaching and learning success. The TPACK framework was adopted as an underpinning lens to understand the phenomenon. The study affirms that the professional development of teachers should be situated within ICT pedagogical and content-related content to capacitate teachers' ICT knowledge and skills. Hence, teachers' ICT knowledge enhances classroom instructional delivery, using various learning technologies in teaching and learning. The study recommends adequate and regular capacity building for teachers with ICT training, while teachers should be supported with ICT gadgets and resources. Follow-up should be designed to ensure teachers’ adoption and use of ICT for teaching and learning in South African schools, to familiarise their learners with various learning technologies, and to enhance their academic performances. Received: 17 April 2023 / Accepted: 29 July 2023 / Published: 5 September 2023

show abstract

Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research

Cited by 9 publications

References 31 publications

Untitled

Untitled

Status Quo or Innovation? Transforming Teacher Education in Hostile Times

Impact of ICT-Driven Teacher Professional Development for the Enhancement of Classroom Practices in South Africa: A Systematic Review of Literature

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