Emerging Trends in Teacher’s Education
A quality teacher’s education program is rational and streamlined to address some specific pedagogical issues. Basically, it elucidates the idea about what good teaching is all about and then how it organizes course work and all practical experiences around it. Teacher’s education courses are very much connected to practice as well as to theory. A good teacher’s training programs have teachers working continuously with expert master teachers in a traditional classroom or virtual setting to enhance the knowledge and experience base. However expert teachers are also imparting knowledge about how students learn, how to assess their learning and about effective teaching strategies to provide them a platform to build repertoire. A historical method of qualitative research design was used to propose a new framework on emerging trends in teacher’s education. Keywords: Digital literacy; education reform; teacher education; teaching strategies; trends.
Reclaiming the Agenda of Teacher Professionalism: An Australian experience1
Abstract In response to wide ranging social and political conditions a variety of school reform and teacher professional development activities have been implemented across Australia with the view of revitalising teacher professionalism. In this paper I argue that during the late 1980s and early 1990s award restructuring and school reform have provided the political and professional conditions to facilitate the development of a public debate regarding teacher professionalism and its enactment within educational institutions and bureaucracies. Furthermore, these activities provide the opportunity for teachers collectively to be active in reclaiming the agenda of what counts as teacher professionalism. In this paper I use the experience of two national Australian projects The National Schools Network and the Innovative Links Between Schools and Universities project as exemplars of how teachers, both individually and collectively, have been active in the project of reclaiming the agenda for teacher professio...
Content strategy in LibGuides: An exploratory study
Abstract Since its inception in 2007, Springshare's LibGuides has become a popular content management system (CMS) with academic libraries. The challenges of managing LibGuides content through a cohesive content strategy have not been well documented. The researchers conducted a survey of academic libraries that were using the LibGuides platform in Fall 2019 to determine how institutions are managing content challenges. Of 120 respondents, only 53% of the respondents indicated that their institutions had content guidelines that LibGuides authors were expected to follow. The top three most observed elements of these content guidelines were page design (80%), content reuse policies (77%), naming conventions (73%), and navigation (3%). 15% of respondents' institutions did not review guides once they were published. Of those that reviewed guides post-publication, authors (84%) most frequently reviewed their own guides. These findings imply that LibGuides are largely cared for on an honour system. Guidelines tend towards quantifiable elements and omit more abstract concepts.