Search results
1 – 10 of over 32000Tanya Fitzgerald and Sally Knipe
Teacher colleges played a significant role in the preparation of teachers for over 100 years in New Zealand. Teacher training colleges opened in the 1880s and served as the main…
Abstract
Teacher colleges played a significant role in the preparation of teachers for over 100 years in New Zealand. Teacher training colleges opened in the 1880s and served as the main institutions for teacher preparation. Toward the end of the twentieth century, the plight of teachers’ colleges once again fell victim to the ‘decline and demand cycle’ for teachers. Fueled by discussions regarding the extent teacher training should be “practically based in the classroom”, new government directions and policy priorities for the preparation of the teaching workforce were implemented. All teacher colleges experienced either staged amalgamations or ultimate closure. In the late 1970s and 1980s, the preparation of teachers entered a new phase as the responsibility shifted to the university sector, which included the training of kindergarten teachers. While the policy rhetoric imagined this to be an amalgamation, the reality was a process fraught with a number of anxieties, not the least of which were the intellectual shifts.
Details
Keywords
Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.
Findings
The paper provides a brief description for all 590 sources.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
The administration of teacher education is at present undergoing close scrutiny in several Western nations. In U.S.A., where most teachers are prepared to state‐determined…
Abstract
The administration of teacher education is at present undergoing close scrutiny in several Western nations. In U.S.A., where most teachers are prepared to state‐determined standards by universities, there are accusations that the accrediting associations are in the hands of an Establisliment which discounts academic courses and places a premium on orthodoxy. In England the recently introduced three‐year colleges are under fire and the Robbins Committee has recommended the award of degrees by Colleges of Education (the old training colleges) whose link with the universities will be strengthened. In Scotland teacher preparation remains separated from the universities, the Colleges of Education being Independent bodies co‐ordinated by a body of professional teachers — the Scottish Council for the Education of Teachers. In Australia, which has often followed Scottish example, it seems likely that teacher preparation, at present the responsibility of state education departments, will become the responsibility of the profession itself, as in Scotland.
Khalid Arar and Ruth Abramowitz
The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.
Abstract
Purpose
The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.
Design/methodology/approach
During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college.
Findings
Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation.
Research limitations/implications
The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development.
Originality/value
The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.
Details