Teacher Education for Ethical Professional Practice in the 21st Century

Teacher Education for Ethical Professional Practice in the 21st Century

Oliver Dreon (Millersville University, USA) and Drew Polly (University of North Carolina at Charlotte, USA)
Indexed In: SCOPUS
Release Date: October, 2016|Copyright: © 2017 |Pages: 430
DOI: 10.4018/978-1-5225-1668-2
ISBN13: 9781522516682|ISBN10: 1522516689|EISBN13: 9781522516699
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Description & Coverage
Description:

The rise of online tools is altering the dynamic of modern classrooms as methods of educating students are technologically expanding. Due to this advancement, institutions and educators of all levels are reconsidering their curriculum in order to integrate new technical demands.

Teacher Education for Ethical Professional Practice in the 21st Century is an authoritative reference work for the latest scholarly research on the emerging use of technology in the educational system. Featuring coverage on proper methods, arising challenges, and educator preparation, this publication is an essential reference source for academicians, professionals and researchers seeking current research on the impact of the digital age on education.

Coverage:

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

  • Curriculum Development
  • Cyberbullying
  • Distance Learning
  • Global Education
  • Pedagogical Empathy
  • Technological Fluency
  • Virtual Learning Environments
Indices
Reviews and Testimonials

Education scholars explore the use of technology in teacher education and ethical issues surrounding technology use. Their topics include design thinking and immersive professional learning in teacher education: cultivating pedagogical empathy, educating pre-service and novice teachers on the best practices for integrating web 2.0 tools and instructional technology into the curriculum, providing early childhood education teacher candidates diverse clinical understandings through professional development school experiences, creating digital safe spaces for gender expression and sexual diversity, and the importance of teacher education in global education.

– Protoview Reviews

Explores research on ethical practices for preservice teachers (PSTs), novice teachers, and those seeking training for the twenty-first-century educational process. One volume in the Advances in Higher Education and Professional Development (AHEPD) Book Series, a professional development set of books based on higher education research into contemporary pedagogies, this 2017 title is a compilation of studies, methodologies, and frameworks on teaching with ethical purpose.

As a professional development tool, Teacher Education for Ethical Professional Practice in the 21st Century is best suited for administrators seeking change in ethical teaching practices, as well as for educators instructing future teachers in best practices for today’s global learning classroom.

– Janis Minshull
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Editor Biographies
Oliver Dreon is an associate professor and director for the Center for Academic Excellence at Millersville University of Pennsylvania. He teaches a wide variety of education and instructional technology courses both in face-to-face and online formats, and also coordinates the university’s Digital Learning Studio. He is the co-author of the book Authentic Instruction with Technology: A Student-Centered Approach and has published in various journals, including the Middle Level Journal, TechTrends, Teachers and Teaching, Science Education, Online Classroom and Teacher Education & Practice. Dr. Dreon also contributes to Faculty Focus, an online newsletter providing pedagogical and technological strategies for higher education. Dr. Dreon has spent over twenty years teaching in various educational environments. His research examines how technology can be used to support student learning through online, blended and hybrid environments. Dr. Dreon also examines the role that technology plays in supporting communities of practice for educators across the educational landscape.
Drew Polly is an associate professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standards-based pedagogies. More information can be found at: http://drewpolly.org/me.
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