Pub Date : 2021-05-12DOI: 10.5772/INTECHOPEN.97804
Paula Renés-Arellano, Ignacio Aguaded, M. Hernández-Serrano
Nations across the globe are immersed in a technological revolution—intensified by the need to respond to COVID-19 issues. In order to be critical and responsible citizens in the current media ecosystem, it is important that students acquire and develop certain skills when consuming and producing information for and when communicating through the media. This is a major challenge that educational systems worldwide have to face. Hence, new curricula in media education to guide future teachers towards the successful acquisition of new media skills have been proposed. The aims of this work are to conduct a theoretical approach to this worldwide technological and media evolution in the past decade, to make an in-depth comparison between the Curriculum for teachers on media and information literacy published by the UNESCO (2011) and the publication of the new AlfaMed Curriculum for the training of teachers in media education (2021). This framework starts by providing an extensive analysis of the key elements of both curricula and of their corresponding modules, establishing, thus, a constructive comparison while updating them, according to the needs, changes, and realities that have taken place regarding digital literacy in the past decade. Finally, the chapter concludes with the detailing of the challenges and with proposals for teacher training in media and information literacy.
{"title":"The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training","authors":"Paula Renés-Arellano, Ignacio Aguaded, M. Hernández-Serrano","doi":"10.5772/INTECHOPEN.97804","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.97804","url":null,"abstract":"Nations across the globe are immersed in a technological revolution—intensified by the need to respond to COVID-19 issues. In order to be critical and responsible citizens in the current media ecosystem, it is important that students acquire and develop certain skills when consuming and producing information for and when communicating through the media. This is a major challenge that educational systems worldwide have to face. Hence, new curricula in media education to guide future teachers towards the successful acquisition of new media skills have been proposed. The aims of this work are to conduct a theoretical approach to this worldwide technological and media evolution in the past decade, to make an in-depth comparison between the Curriculum for teachers on media and information literacy published by the UNESCO (2011) and the publication of the new AlfaMed Curriculum for the training of teachers in media education (2021). This framework starts by providing an extensive analysis of the key elements of both curricula and of their corresponding modules, establishing, thus, a constructive comparison while updating them, according to the needs, changes, and realities that have taken place regarding digital literacy in the past decade. Finally, the chapter concludes with the detailing of the challenges and with proposals for teacher training in media and information literacy.","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132320321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-03DOI: 10.5772/INTECHOPEN.97405
Helena Reierstam, M. Hellstén
This chapter reports on recent mixed method research investigating the comparability between assessment in relation to linguistic and cultural diversity. It takes as its premise that assessment is an integral part of instruction that becomes a main component for attaining of equal opportunities. Therefore, assessment plays a key role in terms of the wider consequences at both individual and societal levels. One of the central functions of assessment is its measure of quality assurance and comparability for grading to such an extent that it is readily employed to indicate evidence of student achievement of standards and quality. This may sometimes present issues in terms of learner diversity. We focus on the challenges facing teaching in linguistically diverse learning settings in which a foreign language may be used as an alternative to instruction. Here we draw on a recent study from two separate multilingual learning contexts in Sweden. We shed light on the generic questions arising from such disjuncture in these linguistically diverse educational sites as evidence on a call for much needed scholarly attention on the quality aspect in assessment.
{"title":"Linguistic Diversity and Comparability in Educational Assessment","authors":"Helena Reierstam, M. Hellstén","doi":"10.5772/INTECHOPEN.97405","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.97405","url":null,"abstract":"This chapter reports on recent mixed method research investigating the comparability between assessment in relation to linguistic and cultural diversity. It takes as its premise that assessment is an integral part of instruction that becomes a main component for attaining of equal opportunities. Therefore, assessment plays a key role in terms of the wider consequences at both individual and societal levels. One of the central functions of assessment is its measure of quality assurance and comparability for grading to such an extent that it is readily employed to indicate evidence of student achievement of standards and quality. This may sometimes present issues in terms of learner diversity. We focus on the challenges facing teaching in linguistically diverse learning settings in which a foreign language may be used as an alternative to instruction. Here we draw on a recent study from two separate multilingual learning contexts in Sweden. We shed light on the generic questions arising from such disjuncture in these linguistically diverse educational sites as evidence on a call for much needed scholarly attention on the quality aspect in assessment.","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116002718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-25DOI: 10.5772/INTECHOPEN.96522
Adam S. Kennedy
This chapter presents a framework for early childhood (EC) teacher education experiences that align with aims of LGBT+ (lesbian, gay, bi, trans, plus other identities) social justice. The chapter begins with an introduction to the populations addressed: children of LGBT-led families, trans people, children who represent gender diversity, and LGBT+ teachers. Ethical and teaching responsibilities of educators who serve children aged birth to five are shared, including the work of authors in the interrelated fields within EC education. Examples of supportive educator competencies are shared across three critical aims: including and supporting LGBT-led families, supporting children’s explorations of gender (including combating gender bias), and supporting LGBT+ educators. Next, a model for authentic, field-based EC educator preparation is presented, including strategies for better linking preparation to practice. Finally, resources for EC educators and those who prepare them are provided. The overall goal of the chapter is to integrate topics, competencies, and issues typically treated separately into a more holistic view of the possibilities within EC teacher education to enhance the inclusivity of preparation programs, broaden the knowledge and skills of pre-service educators, and positively influence the lives of LGBT+ individuals.
{"title":"Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education","authors":"Adam S. Kennedy","doi":"10.5772/INTECHOPEN.96522","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96522","url":null,"abstract":"This chapter presents a framework for early childhood (EC) teacher education experiences that align with aims of LGBT+ (lesbian, gay, bi, trans, plus other identities) social justice. The chapter begins with an introduction to the populations addressed: children of LGBT-led families, trans people, children who represent gender diversity, and LGBT+ teachers. Ethical and teaching responsibilities of educators who serve children aged birth to five are shared, including the work of authors in the interrelated fields within EC education. Examples of supportive educator competencies are shared across three critical aims: including and supporting LGBT-led families, supporting children’s explorations of gender (including combating gender bias), and supporting LGBT+ educators. Next, a model for authentic, field-based EC educator preparation is presented, including strategies for better linking preparation to practice. Finally, resources for EC educators and those who prepare them are provided. The overall goal of the chapter is to integrate topics, competencies, and issues typically treated separately into a more holistic view of the possibilities within EC teacher education to enhance the inclusivity of preparation programs, broaden the knowledge and skills of pre-service educators, and positively influence the lives of LGBT+ individuals.","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127028936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-25DOI: 10.5772/INTECHOPEN.96213
Jesus Jaime-Diaz, Josie Méndez-Negrete
As the mosaic of student demographics continue to change into the 21st century, teacher credential training programs must necessarily prepare educators to be culturally affirming and responsive to the equitable schooling of students. Through pedagogical conocimientos, educators-in-training may rely on self-reflexive methodologies, which facilitates the engagement of self and others in interaction, as they collectively retrieve family legacies, focusing on gathering histories on their family’s origins, language, religion, work, education, and migration. This prepares future teachers to unearth and examine internalized prejudices, traumas, and stereotypes, to thus counter and contest deficit thinking and distorted views of student populations, beginning with them. This chapter introduces pedagogical conocimientos, illustrating the praxis as it problematizes social reproduction in the context of schooling.
{"title":"A Guide for Deconstructing Social Reproduction: Pedagogical Conocimientos within the Context of Teacher Education","authors":"Jesus Jaime-Diaz, Josie Méndez-Negrete","doi":"10.5772/INTECHOPEN.96213","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96213","url":null,"abstract":"As the mosaic of student demographics continue to change into the 21st century, teacher credential training programs must necessarily prepare educators to be culturally affirming and responsive to the equitable schooling of students. Through pedagogical conocimientos, educators-in-training may rely on self-reflexive methodologies, which facilitates the engagement of self and others in interaction, as they collectively retrieve family legacies, focusing on gathering histories on their family’s origins, language, religion, work, education, and migration. This prepares future teachers to unearth and examine internalized prejudices, traumas, and stereotypes, to thus counter and contest deficit thinking and distorted views of student populations, beginning with them. This chapter introduces pedagogical conocimientos, illustrating the praxis as it problematizes social reproduction in the context of schooling.","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126984273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-08DOI: 10.5772/INTECHOPEN.96206
Steinar Thorvaldsen, Siri Sollied Madsen
Educational use of technology is regularly assessed, and results often show a gap between educational policies and what is actually practiced. This chapter will help clarify how teacher educators experience the changing educational contexts due to the digital revolution, how their meaning-making shifts, and how outside forces influence those processes. The results are based on comparative international studies. Central for this study is practitioners’ professional digital competence, their attitudes towards digital technology and the use of digital technology in education. We found that the influence and contribution of digital practice is carried out quite differently across the globe. Our research questions were: How do practitioners experience teaching in a rapidly changing context? How do attitudes change due to top-down governing of education? and What motivates teacher educators to implement digital technology?
{"title":"Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe","authors":"Steinar Thorvaldsen, Siri Sollied Madsen","doi":"10.5772/INTECHOPEN.96206","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96206","url":null,"abstract":"Educational use of technology is regularly assessed, and results often show a gap between educational policies and what is actually practiced. This chapter will help clarify how teacher educators experience the changing educational contexts due to the digital revolution, how their meaning-making shifts, and how outside forces influence those processes. The results are based on comparative international studies. Central for this study is practitioners’ professional digital competence, their attitudes towards digital technology and the use of digital technology in education. We found that the influence and contribution of digital practice is carried out quite differently across the globe. Our research questions were: How do practitioners experience teaching in a rapidly changing context? How do attitudes change due to top-down governing of education? and What motivates teacher educators to implement digital technology?","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129113927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-18DOI: 10.5772/INTECHOPEN.96398
Catherine Lammert
Twenty-first century educators are faced with new dilemmas, as well as new opportunities. In response to the increasing racial, cultural, and linguistic diversity of students, some school districts and states have implemented policies mandating particular curriculum. However, evidence increasingly shows that teachers who are effective in diverse classrooms are adaptive and responsive rather than strictly adhering to scripted curriculum. One proposed solution is preparation to conduct practice-based research as part of teaching. Practice-based research is a method of studying ones’ own teaching that draws on action research, design-development research, and transformative research. As a method through which teachers define questions, explore solutions, and share successes in professional communities, practice-based research holds tremendous potential to support teachers in diverse classrooms as they work to teach in culturally sustaining ways despite external pressures. This chapter begins with the history of action research and the tradition of teachers conducting research on their practice. Then, examples of practice-based research in literacy teacher education settings from a review of the research literature are provided to demonstrate the challenges, opportunities, and design features for this work. The chapter concludes with recommendations for teacher education policies, for teacher educators, and for practice.
{"title":"Preparing Practice-Based Researchers for Diverse Classrooms: A Pathway for Teacher Education","authors":"Catherine Lammert","doi":"10.5772/INTECHOPEN.96398","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.96398","url":null,"abstract":"Twenty-first century educators are faced with new dilemmas, as well as new opportunities. In response to the increasing racial, cultural, and linguistic diversity of students, some school districts and states have implemented policies mandating particular curriculum. However, evidence increasingly shows that teachers who are effective in diverse classrooms are adaptive and responsive rather than strictly adhering to scripted curriculum. One proposed solution is preparation to conduct practice-based research as part of teaching. Practice-based research is a method of studying ones’ own teaching that draws on action research, design-development research, and transformative research. As a method through which teachers define questions, explore solutions, and share successes in professional communities, practice-based research holds tremendous potential to support teachers in diverse classrooms as they work to teach in culturally sustaining ways despite external pressures. This chapter begins with the history of action research and the tradition of teachers conducting research on their practice. Then, examples of practice-based research in literacy teacher education settings from a review of the research literature are provided to demonstrate the challenges, opportunities, and design features for this work. The chapter concludes with recommendations for teacher education policies, for teacher educators, and for practice.","PeriodicalId":371694,"journal":{"name":"Teacher Education in the 21st Century - Emerging Skills for a Changing World","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130839986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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