Teacher Education in the Lifelong Learning Sector: Professionalism and the Democratic Endeavour

Iredale, Alison

doi:10.1007/978-3-319-65819-3_1

“…Nind (2016) is of the view that it is rare for the concepts of lifelong, community, formal, or informal learning to be discussed in relation to people with disabilities. While there are increasing discussions related to creating lifelong learning opportunities for the older adult population to increase their well-being, intellectual stimulation, and social engagement (Hansen et al, 2019;Iredale, 2018;Pstross et al, 2017;Talmage et al,2016), little is said about people with disabilities. Lifelong learning programmes are not designed for improved job skills or qualifications but rather to offer opportunities to expand knowledge of diverse topics, improve creativity, and broaden and deepen perspectives (Hansen et al, 2019;Talmage et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…People with disabilities face challenges in using ICT as a means of accessing information and learning resources. The challenges are associated with inadequate opportunities for learning the skills to use modern technology, including inadequately skilled facilitators and relevant ICT infrastructure for persons with disabilities (Fernández-Batanero et al, 2020;Iredale, 2018;Mnyanyi et al, 2010). Other challenges are associated with a low level of availability of resources and institutional strategies (Ramsten, 2018;Oswal, 2019;Rueda, & Cerero, 2019).…”

Section: Introductionmentioning

confidence: 99%

Information and Communication Technology in Lifelong Learning: Opportunities for People with Disabilities

Mnyanyi

2023

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People with disabilities are underrepresented in adult education programmes that integrate information and communication technology (ICT), posing a challenge in adopting the pace of change facilitated by technological advancement. The increased use of ICT in facilitating lifelong learning presents challenges for training and retraining people with disabilities in the sense that, they are denied access to ICT. This study employed constructivism and communities of practice theories to investigate innovation in how ICT can be used to create lifelong learning opportunities for people with visual and hearing disabilities. The study involved 30 people with disabilities enrolled in ICT skills training classes at the Open University of Tanzania. Data were collected through interviews. The findings suggest that people with disabilities can learn the use of ICT if involved in collaborative action research. It was also found that enhancing ICT skills training for people with disabilities faced physical, fiscal, and human resources challenges. The study recommends increased funding for ICT skills training for people with disabilities to enhance their participation in lifelong learning.

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“…As stated earlier, the concept of lifelong learning is essential in the context of the 4IR. In one sense, it is probably impossible for human beings not to keep on learning, but teachers often fall into what Iredale (2012Iredale ( , 2018 calls 'routinised practices'. In this regard, Iredale (2012) observes that current teacher training in HE is controlled, driven by specific standards and competencies.…”

Section: Teacher Education For the 4irmentioning

confidence: 99%

Preparing education students for self-directed multimodal learning for the 4IR

Olivier¹

2022

Disruptions in Higher Education: Impact and Implication

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s), and author(s).The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.v Research justificationThe research presented in this scholarly book is all original, whether it is theoretical or empirical as it deals with a new phenomenon in the South African context and as it seeks answers to questions that have hitherto not been asked before. The 4IR has become an overarching framework within which education systems including teacher education are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways that respond to the relentless developments in technology, the Internet and digital capacities, which, by design and intent, are purposed at increasing both the productivity and the associated quality, while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, and the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, small-scale case studies amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived. Prior to publication, each chapter was subjected to a similarity analysis t...

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Pre-service teachers’ technological literacy: How ready are teacher education programmes for the 4IR?

Luckay¹

2022

Disruptions in Higher Education: Impact and Implication

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s), and author(s).The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.v Research justificationThe research presented in this scholarly book is all original, whether it is theoretical or empirical as it deals with a new phenomenon in the South African context and as it seeks answers to questions that have hitherto not been asked before. The 4IR has become an overarching framework within which education systems including teacher education are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways that respond to the relentless developments in technology, the Internet and digital capacities, which, by design and intent, are purposed at increasing both the productivity and the associated quality, while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, and the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, small-scale case studies amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived. Prior to publication, each chapter was subjected to a similarity analysis t...

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Teacher Education in the Lifelong Learning Sector: Professionalism and the Democratic Endeavour

Cited by 5 publications

References 29 publications

Information and Communication Technology in Lifelong Learning: Opportunities for People with Disabilities

Information and Communication Technology in Lifelong Learning: Opportunities for People with Disabilities

Preparing education students for self-directed multimodal learning for the 4IR

Pre-service teachers’ technological literacy: How ready are teacher education programmes for the 4IR?

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