Embedding Social Justice in Teacher Education and Development in Africa
portes grátis
Embedding Social Justice in Teacher Education and Development in Africa
McNaught, Carmel; Gravett, Sarah
Taylor & Francis Ltd
08/2022
248
Mole
Inglês
9780367701888
15 a 20 dias
490
Descrição não disponível.
List of figures
List of tables
About the editors and contributors
Foreword
Preface
Acknowledgements
Section I. Overview considerations
How changing global economic models impact on local teacher-education programs
Sarah Gravett and Carmel McNaught
Teacher professional development in sub-Saharan Africa: Equity and scale
Bjoern Hassler, Gemma Bennett and Kalifa Damani
Open educational resources, technology-enabled teacher learning and social justice
Betty Ogange and Alexis Carr
Social justice: Do not wait for prosperity
Hans Dembowski
Section II. Initial teacher education
Promoting social justice in teacher education through an education excursion
Jacqueline Batchelor and Memoona Mahomed
Addressing issues of food security in a service-learning gardening project
Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere
Section III. Teacher development
A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts
Rubina Setlhare
The role of teacher-development programmes in promoting and sustaining social justice
Dennis Mlandelwa Sinyolo
Moderating epistemic injustice in teaching: A case study of the role of teaching assistants
Mary McAteer and Lesley Wood
The Sandbox project: Developing competencies for a changing world in South African schools
Sarah Gravett and Shirley Eadie
Section IV. Curriculum aspects
Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions
Nokhanyo Mdzanga and Muki Moeng
Music education as a pathway to social justice
Susan W. Mills and Juliet Perumal
A pragmatic approach to assessment in a time of crisis
David M. Kennedy and Geoffrey Lautenbach
Where to from here?
Sarah Gravett and Carmel McNaught
List of tables
About the editors and contributors
Foreword
Preface
Acknowledgements
Section I. Overview considerations
How changing global economic models impact on local teacher-education programs
Sarah Gravett and Carmel McNaught
Teacher professional development in sub-Saharan Africa: Equity and scale
Bjoern Hassler, Gemma Bennett and Kalifa Damani
Open educational resources, technology-enabled teacher learning and social justice
Betty Ogange and Alexis Carr
Social justice: Do not wait for prosperity
Hans Dembowski
Section II. Initial teacher education
Promoting social justice in teacher education through an education excursion
Jacqueline Batchelor and Memoona Mahomed
Addressing issues of food security in a service-learning gardening project
Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere
Section III. Teacher development
A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts
Rubina Setlhare
The role of teacher-development programmes in promoting and sustaining social justice
Dennis Mlandelwa Sinyolo
Moderating epistemic injustice in teaching: A case study of the role of teaching assistants
Mary McAteer and Lesley Wood
The Sandbox project: Developing competencies for a changing world in South African schools
Sarah Gravett and Shirley Eadie
Section IV. Curriculum aspects
Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions
Nokhanyo Mdzanga and Muki Moeng
Music education as a pathway to social justice
Susan W. Mills and Juliet Perumal
A pragmatic approach to assessment in a time of crisis
David M. Kennedy and Geoffrey Lautenbach
Where to from here?
Sarah Gravett and Carmel McNaught
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
ITT;Teacher education;Professional Development;ITE;OER;Education System;Decolonising education;Teacher Development Programme;Pedagogy;VUCA World;Technology in education;Work Integrated Learning;African education;Social Justice Issues;Transformative education;Tpd;social Justice;Face To Face;teacher-education programmes;Indigenous African Languages;Teacher professional development;SBTD;sub-Saharan Africa;Teacher Participants;COVID-19 pandemic;Music Education;Transformative Activist Stance;Food Insecurity;Learning Design Principles;Educational Materials;Psychosocial Challenges;School Based Teacher Development Programme;TALIS;Nation Building;Exit Level Outcomes;South African Higher Education Institutions;Teacher Education Curricula
List of figures
List of tables
About the editors and contributors
Foreword
Preface
Acknowledgements
Section I. Overview considerations
How changing global economic models impact on local teacher-education programs
Sarah Gravett and Carmel McNaught
Teacher professional development in sub-Saharan Africa: Equity and scale
Bjoern Hassler, Gemma Bennett and Kalifa Damani
Open educational resources, technology-enabled teacher learning and social justice
Betty Ogange and Alexis Carr
Social justice: Do not wait for prosperity
Hans Dembowski
Section II. Initial teacher education
Promoting social justice in teacher education through an education excursion
Jacqueline Batchelor and Memoona Mahomed
Addressing issues of food security in a service-learning gardening project
Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere
Section III. Teacher development
A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts
Rubina Setlhare
The role of teacher-development programmes in promoting and sustaining social justice
Dennis Mlandelwa Sinyolo
Moderating epistemic injustice in teaching: A case study of the role of teaching assistants
Mary McAteer and Lesley Wood
The Sandbox project: Developing competencies for a changing world in South African schools
Sarah Gravett and Shirley Eadie
Section IV. Curriculum aspects
Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions
Nokhanyo Mdzanga and Muki Moeng
Music education as a pathway to social justice
Susan W. Mills and Juliet Perumal
A pragmatic approach to assessment in a time of crisis
David M. Kennedy and Geoffrey Lautenbach
Where to from here?
Sarah Gravett and Carmel McNaught
List of tables
About the editors and contributors
Foreword
Preface
Acknowledgements
Section I. Overview considerations
How changing global economic models impact on local teacher-education programs
Sarah Gravett and Carmel McNaught
Teacher professional development in sub-Saharan Africa: Equity and scale
Bjoern Hassler, Gemma Bennett and Kalifa Damani
Open educational resources, technology-enabled teacher learning and social justice
Betty Ogange and Alexis Carr
Social justice: Do not wait for prosperity
Hans Dembowski
Section II. Initial teacher education
Promoting social justice in teacher education through an education excursion
Jacqueline Batchelor and Memoona Mahomed
Addressing issues of food security in a service-learning gardening project
Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere
Section III. Teacher development
A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts
Rubina Setlhare
The role of teacher-development programmes in promoting and sustaining social justice
Dennis Mlandelwa Sinyolo
Moderating epistemic injustice in teaching: A case study of the role of teaching assistants
Mary McAteer and Lesley Wood
The Sandbox project: Developing competencies for a changing world in South African schools
Sarah Gravett and Shirley Eadie
Section IV. Curriculum aspects
Critical perspectives on language as a social-justice issue in post-colonial higher-education institutions
Nokhanyo Mdzanga and Muki Moeng
Music education as a pathway to social justice
Susan W. Mills and Juliet Perumal
A pragmatic approach to assessment in a time of crisis
David M. Kennedy and Geoffrey Lautenbach
Where to from here?
Sarah Gravett and Carmel McNaught
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
ITT;Teacher education;Professional Development;ITE;OER;Education System;Decolonising education;Teacher Development Programme;Pedagogy;VUCA World;Technology in education;Work Integrated Learning;African education;Social Justice Issues;Transformative education;Tpd;social Justice;Face To Face;teacher-education programmes;Indigenous African Languages;Teacher professional development;SBTD;sub-Saharan Africa;Teacher Participants;COVID-19 pandemic;Music Education;Transformative Activist Stance;Food Insecurity;Learning Design Principles;Educational Materials;Psychosocial Challenges;School Based Teacher Development Programme;TALIS;Nation Building;Exit Level Outcomes;South African Higher Education Institutions;Teacher Education Curricula
