Practices and perspectives of teaching and teacher education in Africa:
"Teacher education is a known variable that impacts the quality of teaching and schooling, yet while research on practices in teaching and teacher education abound in other contexts, there seems to be no comprehensive reference work on teaching and teacher education in Africa. With Africa and t...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey PA, USA
IGI Global
[2023]
|
| Schriftenreihe: | Advances in Higher Education and Professional Development (AHEPD)
|
| Schlagworte: | |
| Online-Zugang: | DE-706 DE-83 DE-898 DE-1050 Volltext |
| Zusammenfassung: | "Teacher education is a known variable that impacts the quality of teaching and schooling, yet while research on practices in teaching and teacher education abound in other contexts, there seems to be no comprehensive reference work on teaching and teacher education in Africa. With Africa and the diaspora boasting rich, diverse political and educational contexts and practices, this gap in knowledge requires that attention be focused on investigating issues that shape the pace, course, and direction of teaching and teacher education in these contexts. Practices and perspectives of teaching and teacher education in Africa facilitates scholarly discussions among scholars and practitioners about practices, innovations, and future possibilities for educating the next generation of competent students and teachers in Africa. Covering topics such as educational reforms, equity, career progression, and curriculum development, this major reference work is ideal for administrators, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students."-- |
| Beschreibung: | 1 Online-Ressource (xix, 284 Seiten) Diagramme |
| ISBN: | 9781668477236 |
| DOI: | 10.4018/978-1-6684-7722-9 |
Internformat
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| 505 | 8 | |a Section 1. Pre-service teacher education. Chapter 1. Pre-service teacher preparation for inclusive teaching in South Africa ; Chapter 2. Use of information communication technology in science, technology, engineering, and mathematics: insights during the COVID-19 pandemic in Zimbabwe ; Chapter 3. Implications of the transition from face-to-face to online learning on student teachers in training: a case study of the University of Limpopo ; Chapter 4. The epistemological structures of teacher training programmes in Sudan (1900 2023) ; Chapter 5. The Kagisano indigenous philosophy of education in Botswana -- Section 2. Teacher practice. Chapter 6. Catering for learner diversity: teacher perceptions and practices of inclusion in primary classrooms in Mauritius ; Chapter 7. Experiences of the pre-tertiary ghanaian teacher teaching amidst a pandemic ; Chapter 8. The effect of professional identity on increasing teaching motivation for mathematics teachers ; Chapter 9. Professional development of mathematics and science teachers in Kenya: program implementation and sustainability -- Section 3. Teacher professional development. Chapter 10. Views and perceptions of Kenyan teachers on the structured teacher professional development programme ; Chapter 11. Upgrading Algerian secondary teachers' e-savoir-faire post COVID-19 via MOOC-based continuous professional development | |
| 520 | |a "Teacher education is a known variable that impacts the quality of teaching and schooling, yet while research on practices in teaching and teacher education abound in other contexts, there seems to be no comprehensive reference work on teaching and teacher education in Africa. With Africa and the diaspora boasting rich, diverse political and educational contexts and practices, this gap in knowledge requires that attention be focused on investigating issues that shape the pace, course, and direction of teaching and teacher education in these contexts. Practices and perspectives of teaching and teacher education in Africa facilitates scholarly discussions among scholars and practitioners about practices, innovations, and future possibilities for educating the next generation of competent students and teachers in Africa. Covering topics such as educational reforms, equity, career progression, and curriculum development, this major reference work is ideal for administrators, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students."-- | ||
| 650 | 4 | |a Teachers / Training of / Africa | |
| 650 | 4 | |a Teaching / Africa | |
| 650 | 4 | |a Education / Study and teaching / Africa | |
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| 700 | 1 | |a Marandi, Pegah |4 edt | |
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Datensatz im Suchindex
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| contents | Section 1. Pre-service teacher education. Chapter 1. Pre-service teacher preparation for inclusive teaching in South Africa ; Chapter 2. Use of information communication technology in science, technology, engineering, and mathematics: insights during the COVID-19 pandemic in Zimbabwe ; Chapter 3. Implications of the transition from face-to-face to online learning on student teachers in training: a case study of the University of Limpopo ; Chapter 4. The epistemological structures of teacher training programmes in Sudan (1900 2023) ; Chapter 5. The Kagisano indigenous philosophy of education in Botswana -- Section 2. Teacher practice. Chapter 6. Catering for learner diversity: teacher perceptions and practices of inclusion in primary classrooms in Mauritius ; Chapter 7. Experiences of the pre-tertiary ghanaian teacher teaching amidst a pandemic ; Chapter 8. The effect of professional identity on increasing teaching motivation for mathematics teachers ; Chapter 9. Professional development of mathematics and science teachers in Kenya: program implementation and sustainability -- Section 3. Teacher professional development. Chapter 10. Views and perceptions of Kenyan teachers on the structured teacher professional development programme ; Chapter 11. Upgrading Algerian secondary teachers' e-savoir-faire post COVID-19 via MOOC-based continuous professional development |
| ctrlnum | (ZDB-98-IGB)9781668477236 (OCoLC)1403380792 (DE-599)BVBBV049353165 |
| doi_str_mv | 10.4018/978-1-6684-7722-9 |
| format | Electronic eBook |
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| id | DE-604.BV049353165 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T22:50:27Z |
| indexdate | 2024-12-17T19:01:36Z |
| institution | BVB |
| isbn | 9781668477236 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034613462 |
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| publisher | IGI Global |
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| series2 | Advances in Higher Education and Professional Development (AHEPD) |
| spelling | Practices and perspectives of teaching and teacher education in Africa Gideon Boadu, George Odhiambo, Pegah Marandi Hershey PA, USA IGI Global [2023] 1 Online-Ressource (xix, 284 Seiten) Diagramme txt rdacontent c rdamedia cr rdacarrier Advances in Higher Education and Professional Development (AHEPD) Section 1. Pre-service teacher education. Chapter 1. Pre-service teacher preparation for inclusive teaching in South Africa ; Chapter 2. Use of information communication technology in science, technology, engineering, and mathematics: insights during the COVID-19 pandemic in Zimbabwe ; Chapter 3. Implications of the transition from face-to-face to online learning on student teachers in training: a case study of the University of Limpopo ; Chapter 4. The epistemological structures of teacher training programmes in Sudan (1900 2023) ; Chapter 5. The Kagisano indigenous philosophy of education in Botswana -- Section 2. Teacher practice. Chapter 6. Catering for learner diversity: teacher perceptions and practices of inclusion in primary classrooms in Mauritius ; Chapter 7. Experiences of the pre-tertiary ghanaian teacher teaching amidst a pandemic ; Chapter 8. The effect of professional identity on increasing teaching motivation for mathematics teachers ; Chapter 9. Professional development of mathematics and science teachers in Kenya: program implementation and sustainability -- Section 3. Teacher professional development. Chapter 10. Views and perceptions of Kenyan teachers on the structured teacher professional development programme ; Chapter 11. Upgrading Algerian secondary teachers' e-savoir-faire post COVID-19 via MOOC-based continuous professional development "Teacher education is a known variable that impacts the quality of teaching and schooling, yet while research on practices in teaching and teacher education abound in other contexts, there seems to be no comprehensive reference work on teaching and teacher education in Africa. With Africa and the diaspora boasting rich, diverse political and educational contexts and practices, this gap in knowledge requires that attention be focused on investigating issues that shape the pace, course, and direction of teaching and teacher education in these contexts. Practices and perspectives of teaching and teacher education in Africa facilitates scholarly discussions among scholars and practitioners about practices, innovations, and future possibilities for educating the next generation of competent students and teachers in Africa. Covering topics such as educational reforms, equity, career progression, and curriculum development, this major reference work is ideal for administrators, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students."-- Teachers / Training of / Africa Teaching / Africa Education / Study and teaching / Africa Boadu, Gideon edt Odhiambo, George edt Marandi, Pegah edt Erscheint auch als Druck-Ausgabe 9781668477229 https://doi.org/10.4018/978-1-6684-7722-9 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Practices and perspectives of teaching and teacher education in Africa Section 1. Pre-service teacher education. Chapter 1. Pre-service teacher preparation for inclusive teaching in South Africa ; Chapter 2. Use of information communication technology in science, technology, engineering, and mathematics: insights during the COVID-19 pandemic in Zimbabwe ; Chapter 3. Implications of the transition from face-to-face to online learning on student teachers in training: a case study of the University of Limpopo ; Chapter 4. The epistemological structures of teacher training programmes in Sudan (1900 2023) ; Chapter 5. The Kagisano indigenous philosophy of education in Botswana -- Section 2. Teacher practice. Chapter 6. Catering for learner diversity: teacher perceptions and practices of inclusion in primary classrooms in Mauritius ; Chapter 7. Experiences of the pre-tertiary ghanaian teacher teaching amidst a pandemic ; Chapter 8. The effect of professional identity on increasing teaching motivation for mathematics teachers ; Chapter 9. Professional development of mathematics and science teachers in Kenya: program implementation and sustainability -- Section 3. Teacher professional development. Chapter 10. Views and perceptions of Kenyan teachers on the structured teacher professional development programme ; Chapter 11. Upgrading Algerian secondary teachers' e-savoir-faire post COVID-19 via MOOC-based continuous professional development Teachers / Training of / Africa Teaching / Africa Education / Study and teaching / Africa |
| title | Practices and perspectives of teaching and teacher education in Africa |
| title_auth | Practices and perspectives of teaching and teacher education in Africa |
| title_exact_search | Practices and perspectives of teaching and teacher education in Africa |
| title_exact_search_txtP | Practices and perspectives of teaching and teacher education in Africa |
| title_full | Practices and perspectives of teaching and teacher education in Africa Gideon Boadu, George Odhiambo, Pegah Marandi |
| title_fullStr | Practices and perspectives of teaching and teacher education in Africa Gideon Boadu, George Odhiambo, Pegah Marandi |
| title_full_unstemmed | Practices and perspectives of teaching and teacher education in Africa Gideon Boadu, George Odhiambo, Pegah Marandi |
| title_short | Practices and perspectives of teaching and teacher education in Africa |
| title_sort | practices and perspectives of teaching and teacher education in africa |
| topic | Teachers / Training of / Africa Teaching / Africa Education / Study and teaching / Africa |
| topic_facet | Teachers / Training of / Africa Teaching / Africa Education / Study and teaching / Africa |
| url | https://doi.org/10.4018/978-1-6684-7722-9 |
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