Handbook of Research on Global Issues in Next-Generation Teacher Education

Handbook of Research on Global Issues in Next-Generation Teacher Education

Jared Keengwe (University of North Dakota, USA), Justus G. Mbae (Catholic University of Eastern Africa, Kenya) and Grace Onchwari (University of North Dakota, USA)
Release Date: February, 2016|Copyright: © 2016 |Pages: 418
ISBN13: 9781466699489|ISBN10: 1466699485|EISBN13: 9781466699496|DOI: 10.4018/978-1-4666-9948-9

Description

There is no question that all aspects of modern life have been imbued with technology. In education, students are becoming increasingly savvy in their use of the myriad technologies and virtual tools and must be taught adequate complimentary skills to be effective in the 21st century workforce. To answer this call, teachers’ education must reflect modern demands by integrating the use of these tools as part of their teaching practices.

The Handbook of Research on Global Issues in Next-Generation Teacher Education addresses this need with precise, comprehensive research and case studies. With strategies and emerging research on the empowerment of tomorrow’s inspirational educational leaders, this handbook of research outlines the challenges, benefits, and opportunities of engaging teachers with the 21st century skills their students require. Teachers, students of education, administrators, and policy makers will find this publication offers a number of innovative solutions.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Blended Learning
  • Culturally-Responsive Pedagogy
  • Digital Literacy
  • Diversity in Education
  • International Competency
  • Multimodal Textual Environments
  • Professional Development
  • Project-Based Learning
  • Teacher Engagement
  • Transformational Leadership

Reviews and Testimonials

As the nature of the global job market evolves, so too must the education that prepares the global job seeker. This volume in the Advances in Higher Education and Professional Development (AHEPD) book series offers diverse perspectives on the changing role of educators as they grapple with new learning technologies, tools, and philosophies. The book offers itself as a handbook, outlining strategies and foundations to help prepare educators for the challenges of a changing classroom dynamic.
Twenty chapters offer ideas and examination from a range of scholars and professionals. While the discussion of digital learning is prevalent throughout many essays, other concepts, such as Project Based Learning (PBL), teacher engagement, mentoring, blended learning, the need for multicultural educational practices, and much more, are considered as well. Chapters are clearly organized with a generous use of paragraph headings and subheadings. Authors do well to provide good background and detailed analysis and may also incorporate the use of case studies, definitions, summaries, tables, bullet points, and numerous references.
Chapters in this particular volume include "Perceptions of Teacher Education Candidates to Digital and Learning Technologies"; "Enhancing Quality Teacher Education Programs in Developing Countries"; "Mentorship in Technology-Rich, 21st Century Classrooms"; and "Preparing Teacher Candidates for Diverse School Environments."
End pages compile each chapter’s references, offer brief contributor biographies, and include an index. Other volumes in this series cover topics such as adult education, governance in higher education, vocational education, and more.

– ARBA Staff Reviewer

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and currently serves as the coordinator of the Elementary Education program. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and over 100 publications in journals and conference proceedings. His research interests focus on digital technology integration and learner-centered pedagogy in teacher education. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Prof. Keengwe was a recipient of the 2017 Carnegie African Diaspora Fellowship.
Justus Mbae is an Associate Professor of Education at The Catholic University of Eastern Africa, Nairobi, Kenya. Prof. Mbae studied philosophy at the National and Kapodistrian University, Athens Greece. He teaches Philosophy of Education, Ethics and Critical Thinking courses both at the undergraduate and graduate levels. Prof. Mbae has published in the area of moral education and epistemology. His current research interests are in transformational leadership and moral education. Prof. Mbae also researches on active learning in teaching and learning. Besides professional writing and research engagements, he enjoys public and motivational speaking.
Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood program. Her research focuses on teacher professional development, immigrant children, Head Start, and mentor-coaching. Prof. Onchwari’s academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Prof. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of various books including Cross-Cultural Considerations in the Education of Young Immigrant Learners and Promoting Active Learning Through the Flipped Classroom Model.

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