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.

Coverage:

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 & Statements

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

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Editor/Author Biographies

Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and serves as the Director of the Undergraduate 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 manuscripts in refereed journals. 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 a recipient of the International Institute of Education Fellowship under the Carnegie African Diaspora Fellowship Program (CADFP) – a scholar fellowship program for educational projects at African higher education institutions. The program is funded by a grant from Carnegie Corporation of New York (CCNY).

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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