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What are effective ways to prepare teachers to work in integrated setting?

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What are effective ways to prepare teachers to work in an integrated setting?
The dramatic changing needs in the education sector call for valuable education programs and integration of effective technology to prepare and equip teachers with knowledge relevant in their profession. Further, this initiative will enable teachers to innovate and promote continued learning in their practice. The article by Jimoyiannis et al. titled Preparing Teachers to Integrate Web 2.0 in School Practice: Toward a Framework for Pedagogy 2.0 (hereafter referred to as “Preparing Teachers to Integrate Web 2.0”) investigates the need to prepare teachers to work in integrated settings. The article discusses the teachers’ perceptions and beliefs about Web 2.0 technologies in the classroom practice. The key findings of the study revolve around providing a holistic framework of the Web 2.0 to enable teachers to adopt the technology. Conversely, Linyuan Guo explores the extent of teacher preparedness for contemporary global citizenship education. Guo’s paper titled Preparing Teachers to Educate for 21st Century Global Citizenship: Envisioning and Enacting (hereafter referred to as “Preparing Teachers to Educate”) examines the experiences, perceptions, challenges and achievements of teachers regarding the Global Citizenship Education (GCE). The key findings of the study focus on the coherent approach necessary for integrating the global education program into teachers’ practice.

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This paper gives a comparative analysis of the two articles.
“Preparing Teachers to Integrate Web 2.0” investigates the process of developing and implementing an effective education program aimed at preparing teachers to adopt the Web 2.0 technologies as a learning tool in classrooms. To determine the design of the training courses, the assumption is made that formal instruction should be based on didactic paradigm prevalent in learning and knowledge. This is important in helping teachers familiarize and cultivate the Web 2.0 as a learning platform to be incorporated into practice (Jimoyiannis et al., 251). Conversely, “Preparing Teachers to Educate” puts prominence on the preparation of teachers to teach for global citizenship by implementing programs and pedagogies founded on global-oriented themes, such as social justice and peace. The survey questions in the study focus on the course content and topics rather than the instructor’s teaching skills. Moreover, the study model is informed by teacher identity formation and critical global citizenship education (Guo 7).
Teachers who enrolled in the pilot training courses in both studies were enthusiastic about the programs and perceived them as positive initiatives to infuse in their practice. Similarly, findings from both studies indicated the importance of providing a holistic and systematic approach geared towards the adoption of Web 2.0 and infusing GCE dimensions to learning and teaching. However, the studies differed about their context. Findings in the first article suggested that difficulty in planning teachers’ instructional choices based on Web 2.0 posed a challenge (Jimoyiannis et al., 261). Conversely, Guo’s article based its challenges on some GCE topics, such as identifying prejudices and posing problems to some education stakeholders (Guo 12). These findings are relevant to an administrator’s work in promoting staff development programs and curriculum designs that embrace technology and global citizenship themes. It should be noted that the implementation process should be systematic for both teachers and students to cultivate their interests.
The findings have diverse implications on the work of a school administrator. The first duty of a school administrator relates to academic success for all students. The implementation of the Web 2.0 technologies and global citizenship program promoted competent and increased learners’ interests by broadening their perspectives. The second duty involves contributing to policy formulation. The findings are important in planning and developing relevant curriculum and policy goals inclined towards content creation and active learning. The third duty is offering administrative support to the academic team and teachers. The Web 2.0 and global citizenship programs are initiatives that help the administrator to develop effective professional development prospects for teachers. The findings also guide the administrator on the courses of action to exploit and avoid. For instance, the administrator should fully take advantage of the curriculum development of the teachers by integrating the technological and global citizenship pedagogies. Conversely, the administrators should not be caught up in the implementation process to the extent that they overlook the teacher abilities and needs. At any rate, it is the teachers who are tasked with implementation of these programs, and they will always seek compassion, support, and understanding from the administrators.
It is evident that the teacher education programs are highly interconnected to practice and offer coherent courses. With the changing educational needs, researchers and policy formulators in the teaching practice have formulated approaches to help teachers develop particular skills geared towards classroom efficiency. Such initiatives include the Web 2.0 technologies and GCE. The findings from the two studies upheld the importance of fusing global citizenship programs and Web 2.0 technologies in the teaching practice. Even so, there is need to develop systematic approaches to implementation to allow teachers and students embrace these developments amicably. Indeed, these initiatives will go a long way in developing teachers’ professional competency and aptitude.
Works Cited
Guo, Linyuan. ”Preparing Teachers to Educate for 21st Century Global Citizenship: Envisioning and Enacting.” Journal of Global Citizenship & Equity Education. 4.1 (2014): 2-23. Print.
Jimoyiannis, A, P Tsiotakis, D Roussinos, and A Siorenta. “Preparing Teachers to Integrate Web 2.0 in School Practice: Toward a Framework for Pedagogy 2.0.” Australasian Journal of Educational Technology. 29.2 (2013): 248-267. Print.

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