scholarly journals Classroom simulations in teacher education to support preservice teachers’ interpersonal competence: A systematic literature review

2019 ◽  
Vol 129 ◽  
pp. 14-26 ◽  
Author(s):  
H. Theelen ◽  
A. van den Beemt ◽  
P. den Brok
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Interpersonal Competence

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

scholarly journals Conceptualization of Pedagogical Entrepreneurship

2021 ◽  
Author(s):  
Agnese Slišāne ◽  
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Labour Market ◽  
Systematic Literature Review ◽  
Policy Development ◽  
Methodological Approach ◽  
The European Union ◽  
Highly Qualified ◽  
Entrepreneurial Behaviour ◽  
Entrepreneurial Skills

The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogi­cal entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.

Real or Ideal? A Narrative Literature Review Addressing White Privilege in Teacher Education

2017 ◽  
Vol 54 (7) ◽  
pp. 891-918 ◽  
Author(s):  
Jacob S. Bennett ◽  
Melissa K. Driver ◽  
Stanley C. Trent
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Race Theory ◽  
Literature Review ◽  
Multicultural Education ◽  
White Privilege ◽  
Teacher Education Program ◽  
Future Research ◽  
Narrative Literature ◽  
Narrative Literature Review

A narrative literature review was conducted to examine how researchers address the concept of White privilege in teacher education using critical race theory. A Boolean search revealed 26 articles met criteria for inclusion. Findings show most researchers ( n = 15, 55%) investigated perceptions of White privilege within individual multicultural education courses and not comprehensively at the teacher education program level. Many White preservice teachers had difficulty connecting race-based privilege with systemic inequities. Implications for future research and training preservice teachers are provided.

scholarly journals Part III: Advancing Media-related Educational Competencies

2020 ◽  
pp. 152-220
Author(s):  
Jennifer Tiede
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Literature Review ◽  
Initial Teacher Education ◽  
Model Integration ◽  
Competency Models ◽  
The Usa ◽  
Integration Of Ict

In the first part of this dissertation, selected models and standards from Germany and the USA were introduced, based on a literature review and thus revealing what is considered relevant for practice in a variety of sources and which competencies preservice teachers should acquire, according to these sources. In the second part, methods and selected results of competency measurements were introduced, thus demonstrating ways to operationalize the models and to assess the outcomes of respective processes of such a model integration. Complementary to these theoretical and measurement-focused perspectives on media-related educational competencies, it is important to extend the viewpoint to practices of media-related education of preservice teachers: the objectives both of competency models and of competency measurements ultimately include impacting the respective practices in teacher education and offering a grounded basis and stimuli for improvements and enhanced practice. In accordance with this, various sources emphasize the importance of research on the integration of ICT and respective competencies into initial teacher education (Enochsson und Rizza 2009; Krumsvik 2014; Tondeur u. a. 2017).

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