Editor’s Note & Call for Chapters on Teacher Education

Editor’s Note & Call for Chapters: 

Teacher Education Volume by the South Asia Special Interest Group at Comparative International Education Society

By Radhika Iyengar & Matthew Witenstein

 

South Asia Special Interest Group (SIG) at the Comparative International Education Society (CIES) is coming-up with their 2nd volume under Palgrave Macmillan. The SIG’s first book on Participatory Action Research in the South Asia Region published in 2017 was very well received with more than thousand downloads. For more details on the book please see here: https://www.palgrave.com/in/book/9783319489049

 

As an editor and reviewer of the book series along with my colleagues, we invite teachers, researchers and practitioners associated with teacher education policy, dialogue and practice relevant for the South Asian region to send their ideas.

For Participatory Action Research (PAR) in 2017, we set the tone of the book by drawing on literature from health and education sectors. The editors conducted an extensive literature review on the origin of the concept and used this holistic framework to situate the chapters. The chapters included a wide array of topics that used the PAR concept to design projects, analyze policy as well as to utilize it as a methodological tool. Shabnam Koirala’s chapter from Nepal used PAR as a lens to focus on knowledge production through democratic dialogue and participation. Bhattacharjea and Byker’s chapter discussed PAR as a development approach to education policy in the case of India. Tahiya Mahbub reflected on her research using PAR with BRAC Bangladesh.

For the 2nd volume on Teacher Education, we hope to include reflections that will contribute to the existing literature and provide food for thought for a wider audience. The South Asia SIG decided to work on Teacher Education based on an online survey that was administered for the members. The survey results are given below. The survey results indicated that Teacher Professional Development was the most popular choice for the SIG’s next volume.  Higher education and primary schools based teacher education research was favorable too. Majority of the members also supported qualitative research to investigate teacher education related issues.

Submissions are reviewed by at least two reviewers. The reviewers exchange notes and discuss the write-ups. The write-ups are also graded on a common rubric. Based on the rubric scores, selected authors are asked to write full chapters. The chapters undergo a detailed review process where authors are asked to address reviewers’ comments and questions. After all revisions are incorporated, chapters are compiled based on the topics . The editors bring a common voice to the chapters by writing an introductory chapter and a conclusion of the book to draw on the main points from each of the chapter.

The SIG’s vision is to bring practitioners, researchers, academicians together to comprehensively discuss a particular topic, in this case, teacher professional development. We would like to especially invite teachers to write about their experiences in classrooms. The SIG is a great platform to engage with like-minded people and this book is a great launch pad to foster that dialogue.

 

Radhika Iyengar is an Associate Research Scholar at the Center for Sustainable Development, Earth Institute, Columbia University. Her academic interests are international educational development with a focus on literacy for early grades.

Matthew A. Witenstein is an Assistant Professor in the Department of Educational Administration at the University of Dayton. His US work focuses on immigrants in higher education and international student experiences while his international/comparative education research focuses on higher educational quality, organization and governance issues. 

 —

Call for Chapters for an Edited Volume

Title:Professional Teaching and Teacher Education in South Asia: A Future in, through, and for Education

Series:South Asia Education Policy, Research and Practice

Publisher:Palgrave Macmillan

The South Asia SIG at the Comparative International Education Society (CIES) is pleased to announce that it is moving forward on its second volume in its series South Asia Education Policy, Research and Practice through Palgrave Macmillan. The second call under this series is for the volume: Professional Teaching and Teacher Education in South Asia: A Future in, through, and for Education

Brief Description:

The proposed edited volume will bring together diverse thinkers and practitioners from the field of Teaching and Teacher Education as it pertains to educational development in South Asia. Authors, who are selected for their academic rigor and orientation towards practice in the region, will draw from their research, practice and field experiences, showcasing how teaching and teacher education are currently being carried out, understood, theorized, debated, and implemented for the education of children and teachers alike in South Asia. The book will also include teacher voices, which are critical for academic discourse in this field. This book will act as a key reference text for academics, learners of teaching, and practitioners interested in the intersection of education and development in the region, and in particular what it takes to pull off ambitious teaching and teacher education in South Asia. The volume will be organized into five (5) sections, with two to three (2-3) chapters per section with an anticipated total of around ten to fifteen (10-15) chapters.

Two main driving questions orient this volume: (1) What is the work involved in teaching students in South Asia?; and (2) What kinds of opportunities to learn might the teaching of practice present for teacher-learners?

One of the central aims of this volume is to explore how practice-based teaching and practice- based teacher education may be a contested cultural resource, and how different actors are appropriating practice-based teaching and practice-based teacher education as an approach to teaching and the learning of teaching. In effect, we seek to argue that making new modalities of teaching and learning in situated locales and communities of practice is occurring, and exploring what the factors may be that are contributing to transformations in their theoretical meanings and intents over time.

A second central aim of this volume is to open a constructive debate on teaching and teacher education approaches as they are unfolding in South Asia and to propose a reflective framework that allows readers to enhance their own perspectives about the potential and the limitations of enduring teaching and teacher education approaches.

WHO WE ARE LOOKING FOR?

  • Researchers and scholars working on Teaching and Teacher Education in South Asia
  • Teachers, or Teacher Educators willing to share experiences and analyses of their own 
practice (Ghost writing is welcome for this intended section.)
  • University Professors working, researching, or conducting Teacher Education, or 
classroom-based teaching projects
  • NGO’s officials on education projects in the region who focus on Teaching or Teacher Education
  • Government officials/agencies deploying or evaluating Teaching and Teacher Education Programs

WHAT ARE WE LOOKING FOR IN A CHAPTER PROPOSAL?

Author bio (150 words) and Chapter Abstract (800-1,000 words) with proposed title for inclusion into one of the following sections: (Please include in Chapter Abstract proposed section.)

Section I: Section 2:

Section 3: Section 4: Section 5:

The Enduring and the New Questions in Teaching and Teacher Education in South Asia
Humanizing, Professionalizing, and Intellectualizing the Policy Goals for Teaching and Teacher Education

Empirical Research on Teaching in South Asia
Empirical Research in Teacher Education in South Asia Contexts of Teaching and Teacher Education (Teacher Voices)

BY WHEN AND TO WHOM?

Content proposal along with authors’ bios (150 words) to be sent to: sasig.cies@gmail.com, copied to Rohit Setty at settyrb@gmail.com; Matthew Witenstein
 at Matthew.Witenstein@cgu.edu and Radhika Iyengar at radhikaiyengar@gmail.com, by July 1st, 2018.

If you have any questions please send an email directly to Rohit Setty (settyrb@gmail.com). Please use APA style referencing in your article. Include 1-inch margins. Each article will be sent to reviewers for a blind review process.

The South Asia SIG looks forward to receiving your contribution.

Sincerely,

SA SIG Executive Board & Senior Editors to the Volume:

Dr. Rohit Setty,

Dr. Radhika Iyengar,

Dr. Matthew Witenstein,

Dr. Huma Kidwai,

Dr. Erik Byker

Full Description:

This edited volume will be about how Teaching and Teacher Education is currently being understood and practiced among diverse communities of education practitioners and policy enactors in South Asia. It will bring together an assortment of authors from the fields of education and development, representing a wide range of positions from strong believers in practice-based approaches in research, extension, and development, as well as those who approach practice-based teaching and teacher education with strong skepticism. The most distinguishing feature of this book will be its combined focus on what it takes effectively execute—both teaching and teacher education as it endures in South Asia. The volume will help to raise questions about current teacher and teacher education paradigms. Also, this book will seek to call out future trends in the professionalization of teaching and teacher education.

This volume is about deeply exploring specific ways of teaching and teaching teachers how to teach in South Asian educational contexts. In particular, it is about generating a systematic look on using high-leverage practices and using those same sets of practices as a medium to teach teachers. Our intended focus is on how both teaching and teacher education is enacted, what teachers and teacher educators do, and how the learners inform these efforts. With such a focus, this volume will do little with social, historical, or cultural background or implications, as one might expect from edited volumes on education in South Asia. We argue that this framework will engender the volume to be more accessible, usable, and competitive in the marketplaces we intend this book to flourish in. Moreover, we believe that our approach to seeking and facilitating chapters for this book will distinguish it from its predecessors. As South Asia is rich with non- governmental and quasi-governmental agencies, we invite chapters to be co-written by academics and practitioners to allow for interaction (and participation) between theory and practice.

At the same time this volume intends to have an interdisciplinary feel, positioning not only the work of both teaching and teacher education, but also casting it within different educational genres, such as cognitive and social science, subject matter disciplines, and qualitative and quantitative research. The book will be a call for all educators to bring to light the practice-based theory and techniques they use while teaching in various settings-classrooms, communities, organizations, online and others. This volume will engage individuals and their settings to inform the ideas presented here, as these are more than mere bystanders in the ways teaching and teacher education unfold, and it will rely on a dialogue between both analytic quantitative research articles as well as carefully thought out qualitative ones. Before we detail our proposed outline, which frames the book and the ideas proposed here, this section first steps back to review the need for such a volume in South Asian educational discourse.

Through our work with teachers and teacher educators in South Asia, we have found that many are not versed in basic teaching practices or teaching moves even, in spite of having passed out of degree programs. Fundamentals like, ways to give instructions, ways to move in the classroom, ways to write on the board, wait-time, and ways to distribute materials are not part of what teachers know to do. Government school teaching in South Asia is still dominated by reading directly from the textbook, or having students follow along and repeat, or having students copy directly from the textbook into their notebooks (Dyer et al., 2004; Ramachandan et al., 2008; Mukunda, 2009). The haggard dusty spaces, the overwhelming numbers, and the teacher’s own experiences as a student are just some of the delimiting factors.

The nature of teaching in South Asia, however, is changing. And this is presenting many challenges and opportunities for teachers. They are explicitly being told to engage their students, inspire them, and to teach through “constructivist” means in Pakistan, Sri Lanka, Bangladesh, and India (Ministry of Human Resource and Development Agenda for Teacher Education, 2012; National Curriculum Framework for Teacher Education, 2010; National Curriculum Framework, 2005). Teachers are being instructed to account for different learning styles, build confidence in students, and be reflective (i.e., during National Council of Educational Research & Training workshops 2010-2011). All of these duties are being put on to the teacher, in spite of the basics not even being understood in a way which might lend the teacher to be comfortable with this new nuanced role, and as a result teachers are struggling and continue to put children, and the nations they live in, at risk.

The learning of teaching in, through, and for practice is a way to expose teachers to complex, ambitious teaching—minimize the risk–, and to open those practices up so that teachers are well equipped to selectively draw on them as needed (Britzman, 2012; Lampert, 2001, Cohen, 2011). When people learn practice they enter a historically defined set of activities, developed over time by others. Dykstra (1991) defines practice as “participation in a cooperatively formed pattern of activity that emerges out of a complex tradition of interactions among many people sustained over a long period of time.” (p. 43) Teaching teachers about teaching practices, techniques, and moves is consequential so that teachers can move towards larger ideals. Their understanding of fundamental practices needs to be in place, so that they may move on to higher order practices that they can leverage for student learning, growth, and advancement. In short, practice-based teaching and practice-based teacher education consist of the most recent innovations in education that purport to help students become people of quality, creativity, and character.

Series Description:

Tackling topics in education relevant throughout South Asia, the books in this series demonstrate the linkages between research, policy, and practice. Titles employ varied methodological approaches (qualitative, quantitative, and mixed) to address specific topics in policy and practice, such as teacher education, technology, educational planning, and globalization of education. Books have a regional scope, focusing on interactions and developments across the region as opposed to single-country case studies. The series developed out of the work of the South Asia Special Interest Group (SIG) of the Comparative and International Education Society (CIES), which brings together policymakers, practitioners, and researchers to discuss pertinent issues, and welcomes work from non-SIG members and SIG members alike.

 

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