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Journal articles on the topic 'Namibia teacher education for diversity'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Sichombe, Beatrice Sinyama. "Curricula in Teacher Education for Diversity in the University of Namibia." African Journal of Teacher Education 7, no. 2 (June 1, 2018): 91–121. http://dx.doi.org/10.21083/ajote.v7i2.4072.

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Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society. Data collection consisted of documents, and interviews. Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.

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2

Phillion, JoAnn, and F. Michael Connelly. "Narrative, diversity, and teacher education." Teaching and Teacher Education 20, no. 5 (July 2004): 457–71. http://dx.doi.org/10.1016/j.tate.2004.04.004.

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3

Krainer, Konrad. "Diversity in mathematics teacher education." Journal of Mathematics Teacher Education 10, no. 2 (May 24, 2007): 65–67. http://dx.doi.org/10.1007/s10857-007-9032-1.

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4

Cannella, Gaile S., and Judith C. Reiff. "Teacher Preparation for Diversity." Equity & Excellence in Education 27, no. 3 (December 1994): 28–33. http://dx.doi.org/10.1080/1066568940270305.

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5

Eubanks, Segun C., and Reg Weaver. "Excellence Through Diversity: Connecting the Teacher Quality and Teacher Diversity Agendas." Journal of Negro Education 68, no. 3 (1999): 451. http://dx.doi.org/10.2307/2668116.

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6

Cochran-Smith, Marilyn, and Curt Dudley-Marling. "Diversity in Teacher Education and Special Education." Journal of Teacher Education 63, no. 4 (May 11, 2012): 237–44. http://dx.doi.org/10.1177/0022487112446512.

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7

Rowell, Patricia M. "Perspectives on pedagogy in teacher education: The case of Namibia." International Journal of Educational Development 15, no. 1 (January 1995): 3–13. http://dx.doi.org/10.1016/0738-0593(93)e0012-y.

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8

Young, Lauren Jones, and Mary E. Dilworth. "Diversity in Teacher Education: New Expectations." Journal of Negro Education 62, no. 4 (1993): 509. http://dx.doi.org/10.2307/2295522.

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9

Gomes, Miguel Prata, and Jorun Buli‐Holmberg. "Reflections on teacher education for diversity." Intercultural Education 21, no. 5 (October 2010): 411–13. http://dx.doi.org/10.1080/14675986.2010.521374.

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10

Elliot, Murray. "Review of Diversity in Teacher Education." Canadian Journal of Higher Education 24, no. 1 (April 30, 1994): 102–6. http://dx.doi.org/10.47678/cjhe.v24i1.183186.

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11

Peter, Gilroy. "Developing teacher identity through diversity." Journal of Education for Teaching 43, no. 1 (December 2016): 1–2. http://dx.doi.org/10.1080/02607476.2016.1262993.

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12

Fernsten, Linda. "Teacher candidates, discourse and diversity." Teacher Development 13, no. 3 (August 2009): 239–50. http://dx.doi.org/10.1080/13664530903335582.

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13

Zeichner, Kenneth M., Alina Kakunde Amukushu, Katonyala Miriam Muukenga, and Pelagia Peggy Shilamba. "Critical Practitioner Inquiry and the Transformation of Teacher Education in Namibia." Educational Action Research 6, no. 2 (June 1998): 183–203. http://dx.doi.org/10.1080/09650799800200061.

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14

Dahlström, Lars O. "Transforming teacher education for a democratic society the case of Namibia." Teaching and Teacher Education 15, no. 2 (February 1999): 143–55. http://dx.doi.org/10.1016/s0742-051x(98)00055-9.

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15

Erixon Arreman, Inger, Per-Olof Erixon, and Karl-Gunnar Rehn. "Postcolonial teacher education reform in Namibia: Travelling of policies and ideas." European Educational Research Journal 15, no. 2 (November 2, 2015): 236–59. http://dx.doi.org/10.1177/1474904115612794.

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16

Bhola, H. S. "Democratic Teacher Education Reform in Africa: The Case of Namibia (review)." Africa Today 47, no. 3 (2000): 191–93. http://dx.doi.org/10.1353/at.2000.0060.

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17

Cruickshank *, Ken. "Towards diversity in teacher education: teacher preparation of immigrant teachers." European Journal of Teacher Education 27, no. 2 (June 2004): 125–38. http://dx.doi.org/10.1080/0261976042000223006.

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18

Shudak, Nicholas J. "Diversity in Teacher Education: A Double Helix." Academic Questions 23, no. 3 (July 6, 2010): 348–55. http://dx.doi.org/10.1007/s12129-010-9170-2.

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19

Smith, G. Pritchy, and Deborah A. Batiste. "Knowledge bases for diversity in teacher education." Multicultural Perspectives 1, no. 1 (January 1999): 49–58. http://dx.doi.org/10.1080/15210969909539889.

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20

Nuttall, Joce. "Complexity and diversity in teacher education research." Asia-Pacific Journal of Teacher Education 44, no. 1 (January 2016): 1–3. http://dx.doi.org/10.1080/1359866x.2016.1122307.

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21

Sobel, Donna M., and Sheryl V. Taylor. "Research Reports: Diversity Preparedness in Teacher Education." Kappa Delta Pi Record 41, no. 2 (January 2005): 83–86. http://dx.doi.org/10.1080/00228958.2005.10532050.

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22

Butcher, John, Indra Sinka, and Geoff Troman. "Exploring diversity: teacher education policy and bilingualism." Research Papers in Education 22, no. 4 (December 2007): 483–501. http://dx.doi.org/10.1080/02671520701651102.

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23

Buchberger, Friedrich. "Teacher Education in Europe: Diversity Versus Uniformity." European Education 30, no. 1 (April 1998): 44–96. http://dx.doi.org/10.2753/eue1056-4934300144.

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24

Simonds, Brent K., Lance R. Lippert, Stephen K. Hunt, Maureen E. Angell, and Marilyn K. Moore. "Communication and Diversity: Innovations in Teacher Education." Communication Teacher 22, no. 2 (April 2008): 56–65. http://dx.doi.org/10.1080/17404620802040536.

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25

Swennen, Anja. "Diversity in unity: aspects of teacher education." European Journal of Teacher Education 44, no. 2 (February 23, 2021): 131–34. http://dx.doi.org/10.1080/02619768.2021.1880095.

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26

Snart, Fern. "Teacher Education and Teacher Identity in Transition." LEARNing Landscapes 3, no. 2 (March 2, 2010): 141–45. http://dx.doi.org/10.36510/learnland.v3i2.350.

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Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.

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27

Vranjesevic, Jelena. "The main challenges in teacher education for diversity." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 473–85. http://dx.doi.org/10.2298/zipi1402473v.

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This paper explores the main challenges in teacher education for diversity: the dominant regimes of truth in society that reinforce existing stereotypes/prejudices, the gap between pre-service and in-service teacher education and professional development, the fragmentation of teacher education system, the competences of teacher educators and lack of research and research-based practice when it comes to education for diversity. The paper discusses the impacts of these challenges on teacher professional role as well as the support needed to overcome some of them. The changes need to be made in two domains: the teacher education curriculum that should reflect the idea of teachers as autonomous professionals who initiate and create their own practice, and the education system that needs to support and encourage the autonomy and initiative of teachers and in which teachers could be visible as active participants/leaders in the process of change.

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28

Singh, Bhupendra, and Patanjali Mishra. "Uniformity and Diversity of Components of Teacher Education." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 3 (July 5, 2017): 228. http://dx.doi.org/10.21013/jems.v7.n3.p7.

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<div><p>It was the suggestion of the National Education Commission (1964-66) that investment for teacher education can return in rich surpluses because the fiscal resources essential are small when compared to the resulting developments in the upbringing of masses. Today, it is an imperative to prepare dynamic teachers. Therefore, skill development programmes for in-service and teacher trainees should be ornamented with the teaching-learning skills, real mode internship, pedagogical knowledge with application, multi-lingual and multicultural classroom management techniques and ICT based technologies. These conditions are fulfilled by implementing the components of teacher education with uniformity in knowledge and diversity in functioning. The universal and local aspects of teacher education programs might be meaningful for the environment of training. This research article is trying to ascertain their devotion to global trends versus the impact of native circumstances and cultures. Teacher Education Curriculum-1978 very rightly emphasized on the fortune of the school curriculum which is affected by the teacher education curriculum.</p></div>

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29

Nelson, James. "Exploring diversity through ethos in initial teacher education." Teaching and Teacher Education 24, no. 7 (October 2008): 1729–38. http://dx.doi.org/10.1016/j.tate.2008.02.014.

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30

Craft, Maurice, and Madeleine Atkins. "Teacher Education and Linguistic Diversity: a national survey." Educational Review 37, no. 2 (June 1985): 153–64. http://dx.doi.org/10.1080/0013191850370206.

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31

Hatton, Elizabeth. "Dealing with Diversity: the failure of teacher education." Discourse: Studies in the Cultural Politics of Education 17, no. 1 (April 1996): 25–42. http://dx.doi.org/10.1080/0159630960170103.

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32

Lingens, Hans G. "Uniformity Amid Diversity: Uniting Teacher Education in Europe." European Education 30, no. 1 (April 1998): 3–4. http://dx.doi.org/10.2753/eue1056-493430013.

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33

Price, Jeremy, and Linda Valli. "Institutional support for diversity in preservice teacher education." Theory Into Practice 37, no. 2 (March 1998): 114–20. http://dx.doi.org/10.1080/00405849809543794.

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34

Sutton, Rosemary E. "Advancing the Knowledge Base: Diversity and Teacher Education." Journal of Teacher Education 47, no. 4 (September 1996): 310–13. http://dx.doi.org/10.1177/0022487196474010.

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35

Dahlstrom, Lars. "Teacher Education for Independent Namibia: From the liberation struggle to a national agenda." Journal of Education for Teaching 21, no. 3 (October 1995): 273–88. http://dx.doi.org/10.1080/02607479550038509.

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36

Canrinus, Esther T., Kirsti Klette, and Karen Hammerness. "Diversity in Coherence: Strengths and Opportunities of Three Programs." Journal of Teacher Education 70, no. 3 (December 8, 2017): 192–205. http://dx.doi.org/10.1177/0022487117737305.

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Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

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37

Alvarado, Jose Luis, Valerie Ooka Pang, and Easter Finley. "Moving Multicultural Education Forward in Teacher Education." Educational Renaissance 3, no. 1 (December 29, 2014): 55–64. http://dx.doi.org/10.33499/edren.v3i1.74.

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Multicultural Education as a field of study in education is intimately connected to Teacher Education. Most frameworks in Multicultural Education are primarily centered on the inclusion of cultural and linguistic diversity in the curriculum of schools. The purpose of this article is to explain why cognitive learning theory must be an essential element in frameworks of Multicultural Education and Multicultural Teacher Education. Teachers need to understand the principles of cognitive development in students in order to create classrooms where students become self-regulated learners.

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38

Sohn, Kitae. "Teacher turnover: An issue of workgroup racial diversity." education policy analysis archives 17 (June 10, 2009): 11. http://dx.doi.org/10.14507/epaa.v17n11.2009.

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One neglected aspect of the teacher labor supply is a recent increase in the proportion of minority teachers. Using the Schools and Staffing Survey and the Teacher Follow-up Survey, one can estimate the relationship between workgroup racial diversity and the turnover of White teachers. This approach finds that young White teachers are more likely to stay in their original schools when the proportion of minority teachers is smaller. However, the opposite pattern emerges for older teachers. This poses a policy dilemma for recruiting and retaining teachers on the one hand and diversifying teaching staff on the other hand.

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39

Daniels, Emily A. "A Review of “Diversity and Education: Teachers, Teaching and Teacher Education”." Educational Studies 46, no. 4 (July 28, 2010): 438–42. http://dx.doi.org/10.1080/00131946.2010.496350.

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40

Cochran-Smith, Marilyn, and Curt Dudley-Marling. "Crossing the Divide? Diversity Issues in Teacher Education and Special Education." Journal of Teacher Education 64, no. 3 (April 8, 2013): 279–82. http://dx.doi.org/10.1177/0022487112473839.

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41

Szelei, Nikolett, and Ines Alves. "The The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal." Center for Educational Policy Studies Journal 8, no. 3 (September 28, 2018): 79. http://dx.doi.org/10.26529/cepsj.513.

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As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de Intervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does theprogramme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning,such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore,two cornerstones of teacher learning for diversity were absent: teachers’ critical reflection on students’ inclusion/exclusion; and learning from/with students, families, and communities. Additionally, mostprofessional development opportunities were organised around and measured by students’ academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transformingeducation for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities’ and students’ voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe.

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42

Lamanauskas, Vincentas. "TEACHER-EDUCATOR VERSUS TEACHER-LEADER." Problems of Education in the 21st Century 72, no. 1 (August 25, 2016): 4–5. http://dx.doi.org/10.33225/pec/16.72.04.

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Recently, in Lithuanian educational discourse there has been a lot of discussion about leadership. This has become so popular phenomenon that quite often one even does not go deep into the most important parameters of this phenomenon. Leadership phenomenon is not a very new thing, having started to be investigated more exhaustively as far back as the second half of the 20th century, however, over the last decade a lot of attention has been devoted to this in Lithuania. One can reasonably assert, that this is even a matter of fashion. During the aforementioned period, various questions such as teacher leadership, leadership development in schools (as if everyone has to be only a leader), leadership influence on organisation management and other have been investigated in one way or another. On the other hand, quite a lot of attention has been devoted to school managers, having in mind that they should not be just managers, but real managers – leaders. There is no intention to discuss various leadership concepts or to give any recipes how to turn teachers and managers to leaders. Moreover, there exists a vast diversity of concepts. It is obvious, that poor, ineffective and unsuitable management affects the teachers and the teaching learning process itself. It is logical, that this aspect has to be evaluated, and only people suitably prepared and ready for this should become managers of educational institutions. On the other hand, it wouldn’t be fair to identify managers and management with leadership.

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43

Fortunato, Ivan, Juanjo Mena, and Antu Sorainen. "Teacher education for gender, sexuality, diversity and globalization policies." Policy Futures in Education 16, no. 5 (April 25, 2018): 515–23. http://dx.doi.org/10.1177/1478210318770515.

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This is the opening paper of a special issue that focuses on certain cultural tendencies that have emerged as topical issues in the school curricula, in both flourishing and struggling against their social frames, namely: gender, sexuality and diversity. At the same time, new approaches to teacher education have ranged from varieties of feminism to critical race theories, postcolonial studies and queer theories. So, the first reaction from our collection of papers points out that teacher educators are the ones who share the responsibility to know, use and endorse these pedagogies of learning as reference frameworks for practice. Therefore, we offer this collection for the wider international audience interested or invested in the field, for a further reflection on the topical issues and provocative questions of our very challenging times in education and educating.

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44

Djonko-Moore, Cara, Shan Jiang, and Katherine Gibson. "Multicultural teacher education and diversity practices in early childhood." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 298–313. http://dx.doi.org/10.1108/jme-07-2017-0041.

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45

Wizer, David R., and Sylven S. Beck. "Studying Diversity Issues in Teacher Education Using Online Discussions." Journal of Computing in Teacher Education 13, no. 1 (October 1996): 6–11. http://dx.doi.org/10.1080/10402454.1996.11008218.

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46

Ladson-Billings, Gloria J. "Is the Team All Right? Diversity and Teacher Education." Journal of Teacher Education 56, no. 3 (May 2005): 229–34. http://dx.doi.org/10.1177/0022487105275917.

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47

Gay, Geneva. "Acting on Beliefs in Teacher Education for Cultural Diversity." Journal of Teacher Education 61, no. 1-2 (October 14, 2009): 143–52. http://dx.doi.org/10.1177/0022487109347320.

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48

Sato, Mistilina, and Madeleine Israelson. "A Call to Action for Diversity in Teacher Education." Educational Researcher 42, no. 3 (April 2013): 161–63. http://dx.doi.org/10.3102/0013189x12446858.

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49

Solomon, R. Patrick. "Beyond Prescriptive Pedagogy: Teacher Inservice Education for Cultural Diversity." Journal of Teacher Education 46, no. 4 (September 1995): 251–58. http://dx.doi.org/10.1177/0022487195046004003.

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50

Isaacs, Albert, Lawrence Kazembe, and Collins Kazondovi. "An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education." Higher Education for the Future 5, no. 1 (January 2018): 104–18. http://dx.doi.org/10.1177/2347631117740455.

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The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.

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