Teacher Education in the 21st Century

1. Auflage 2018
ISBN: 978-93-5280-730-7
Verlag: SAGE Publications

Buch, Englisch, 264 Seiten, Format (B × H): 184 mm x 241 mm, Gewicht: 534 g

The book provides a valuable insight for teachers and teacher-educators to act on the demands of teaching in the 21st century and helps them develop their pedagogical practices accordingly.

Teacher Education in the 21st Century presents a series of focused ideas and classroom plans along with real-life examples for enhancing the quality of teacher preparation efforts to develop young minds for the future. The editors and contributors have incorporated principles of constructive teaching, inclusive education and integration of technology throughout the book. The book explicitly contextualizes the teaching practices and pedagogies in the social, cultural and linguistic landscape of India.

The learning pedagogies, resource ideas, case studies, flow charts and classroom activities in this book lay the essential groundwork for teachers and teacher-educators to apply in their daily teaching. The examples and case studies span across teaching contexts in primary, middle and high school grade levels.

Key Features:

• New and emerging interdisciplinary curricular areas.

• Emphasis on ongoing professional development for teachers.

• New-age pedagogical practices for teachers and students.

• Highlights the importance of collaborative efforts between and among teachers, parents, school administrators, and ancillary school professionals.

Autoren/Hrsg.

Kumar, Rashmi

Chander, Subhash

Kaushik, Bharti

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Introduction - Rashmi Kumar

THE NEW ESSENTIALS
21st Century Learning Opportunities - Rashmi Kumar

SKILLS, KNOWLEDGE AND PROFICIENCY
ICT for 21st Century Education - Subhash Chander

Collaborating with Colleagues - Subhash Chander

Communicating with Parents - Rashmi Kumar

FOCUSED LEARNING IN DISCIPLINES
Literacy, Language, and Social Sciences - Achla Tandon and Geetanjali Kala

Teaching and Learning in STEM - Rashmi Kumar

WIDER COMMITMENT
Inclusive Education - Bharti Kaushik and Shruti Shankar Gaur

Interdisciplinary Teaching - Bharti Kaushik and Shruti Shankar Gaur

Developing Professional Identity of Teachers - Sheela Rajeshwari and Priyanka Varshney

Closing Thoughts - Rashmi Kumar

Index

Über Autor(innen)

Chander, Subhash
Dr Subhash Chander is Assistant Professor at Central Institute of Education (Department of Education), University of Delhi. He was teacher-in-charge in the Department of Education, Lady Irwin College, University of Delhi. His areas of research and teaching include science education, inclusive education and educational technology. He received his PhD on inclusive education from the Central Institute of Education, University of Delhi. He is Council Member of Educational Technology and Management Academy (ETMA). He is member of various committees in NCERT, CBSE, NCTE and NIOS, and the author of Teaching Science to Learners with Visual Impairment.

Email: [e-mail]

Kumar, Rashmi
Dr Rashmi Kumar is a Learning Specialist in STEM and works at the University of Pennsylvania, Philadelphia, USA. She develops active learning and technology-driven learning programmes in STEM fields. She earned her bachelors in science and bachelors in education from the University of Delhi and taught science to middle- and high-school students in New Delhi. Thereafter, she earned a doctorate from University of Pennsylvania’s Graduate School of Education. She has been recognized as a STEM Educator by the NASA Endeavor Project. Her research, publications and presentations are primarily focused on teacher education, successful transitions from school to college, STEM-focused education and assessments, and learning technologies.

Email: [e-mail]

Kaushik, Bharti
Dr Bharti Kaushik, Associate Professor, Department of Education of Groups with Special Needs (DEGSN), National Council of Educational Research and Training (NCERT), is postgraduate in physics and PhD in education from Central Institute of Education, University of Delhi. The title of her PhD thesis was Inclusive Education in Primary Schools:From Resistance to Reality. She joined Regional Institute of Education (RIE), Bhopal, in 2002 as an assistant professor. Her early duties involved teaching courses associated with inclusive education, CWSN and mental health to students pursuing bachelor in education (BEd) and master’s in education (MEd), as well as postgraduate diploma in guidance and counselling courses from RIE, Bhopal. During her tenure at RIE, Bhopal, she guided MEd dissertations and also acted as a university examiner for Bed students. Upon her transfer to Delhi, in DEGSN, she organized many orientation programmes for teacher educators on the issues and concerns associated with the education of children with special educational needs via distance learning by using the NCERT EDUSAT network and also face to face. She has acted as a resource person for various in-service training programmes organized by institutions such as National Institute for the Visually Handicapped, RIEs, Colleges of Teacher Education, State Council of Educational Research and Training (SCERT) and District Institutes for Education and Training. She has presented papers in various national and international seminars and conferences. ‘Inclusive education in India: Assessing the systemic readiness!’, ‘Learner’s attainment reports at pre-primary level: An analysis from the perspective of inclusive education’, ‘Creating data based training needs profile of primary schools in inclusive education’ and ‘Participatory approach to in-service teacher training of “resource teachers” in India’ are some of her recent research-based publications in Indian and international journals. She has co-authored a book titled Teachers Creating Inclusive Classrooms: Issues and Challenges.
Recently, she has prepared guidelines for making pre-service teacher education inclusive and developed a handbook for regular teachers suggesting strategies for including children with autism in the classrooms. Currently, she is working on making science classrooms and laboratories inclusive for children with visual impairment.