Mastering The Craft , livre ebook
204
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English
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2024
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204
pages
English
Ebook
2024
Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus
Publié par
Date de parution
17 avril 2024
Nombre de lectures
0
EAN13
9789956554362
Langue
English
Poids de l'ouvrage
3 Mo
This is a cutting-edge textbook intended to equip college students in Zimbabwe and abroad with the requisite knowledge as well as skills for a successful and fulfilling career in teacher education. This comprehensive resource goes beyond traditional pedagogical approaches, offering a dynamic blend of theory and practical strategies to address the evolving landscape of 21st century classrooms. From fostering inclusive environments and leveraging technology to promoting student engagement and applying effective assessment methods, this textbook provides a holistic view of the teaching profession. With insights from seasoned college lecturers, the book guides aspiring teachers in developing their unique teaching philosophy and prepares them to navigate the diverse challenges of contemporary education. Whether a novice in the field or a seasoned educator seeking professional growth, this textbook is an indispensable tool for those dedicated to making an impact on the lives of students.
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Publié par
Date de parution
17 avril 2024
Nombre de lectures
0
EAN13
9789956554362
Langue
English
Poids de l'ouvrage
3 Mo
Mastering The Craft: A Professional Studies Textbook For Student Teachers Costain Tandi Munyaradzi Mawere Martin Mukwazhe Alice Dhliwayo L a ng a a R esea rch & P u blishing CIG Mankon, Bamenda
Publisher:LangaaRPCIG Langaa Research & Publishing Common Initiative Group P.O. Box 902 Mankon Bamenda North West Region Cameroon Langaagrp@gmail.com www.langaa-rpcig.net
Distributed in and outside N. America by African Books Collective orders@africanbookscollective.com www.africanbookscollective.com
e-ISBN: 978-9956-554-36-2
©Costain Tandi, Munyaradzi Mawere, Martin Mukwazhe, Alice Dhliwayo 2024
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, mechanical or electronic, including photocopying and recording, or be stored in any information storage or retrieval system, without written permission from the publisher
About the Authors Costain Tandicurrently a Ph.D. Candidate at Tilburg is University in the Netherlands. In addition, he serves as a Senior Lecturer for National and Strategic Studies at Mkoba Teachers College in Gweru, Zimbabwe. Tandi holds a Master of Arts Degree in Development Studies from Midlands State University, a Bachelor of Arts 4th year Honours (History) from Great Zimbabwe University, a Bachelor of Arts General Degree from the University of Zimbabwe, and a Graduate Certificate in Education from Great Zimbabwe University. He has also earned an Executive Certificate in Project and Program Monitoring and Evaluation, as well as an Executive Certificate in Project Management, both from the University of Zimbabwe. Tandi has made significant contributions to the academic field. He has authored more than twenty textbooks and has written over twenty-five book chapters. His research interests encompass a wide range of areas, including Indigenous Knowledge Systems, Climate Change and Variability, Rural Poverty, Agriculture, Community Development, Cultural Studies, African Jurisprudence (African Philosophy of Law), Ethnographic Methodologies, and Sociology of Development. Munyaradzi Mawere, Ph.D., holds the position of Professor Extraordinarius of Interdisciplinary Research in the School of Interdisciplinary Research & Graduate Studies at the University of South Africa. In addition, he is a Full Professor of African Studies and serves as the Research Chair in the Simon Muzenda School of Arts, Culture, and Heritage Studies at Great Zimbabwe University in Zimbabwe. Prof. Extraord. Mawere obtained his Ph.D. in Social Anthropology from the University of Cape Town in South Africa. He has also earned several Master’s degrees, including a Master of Arts Degree in Social Anthropology with Distinction, a Master of Arts Degree in Development Studies (with the University Book Prize), and a Master of Arts Degree in Philosophy. Furthermore, he holds a Bachelor of Arts Honours Degree in Philosophy and has acquired numerous certificates across various disciplines. Prof.
Extraord. Mawere is a highly accomplished author and editor, with over 90 books and more than 300 book chapters and peer-reviewed academic journals published by internationally acclaimed publishers. His research focuses on Africa, covering a wide range of areas such as poverty and development, African philosophy, society and culture, democracy, human rights, politics of food production, humanitarianism, civil society organizations, indigenous knowledge systems, urban anthropology, existential anthropology, cultural philosophy, environmental anthropology, society and politics, decoloniality, and African studies. Furthermore, Prof. Extraord. Mawere has received several prestigious international honours, including the Wenner-Gren Research Fellowship in 2011 and the esteemed Association of African Studies (ASA) Presidential Fellowship Award in 2017. Martin Mukwazheis currently pursuing a PhD at the University of South Africa. He serves as the Vice Principal of Mkoba Teachers College in Gweru, Zimbabwe. Additionally, he holds a position as a part-time Lecturer, specializing in Philosophy of Education, at Midlands State University in Gweru, Zimbabwe. Mukwazhe has earned a Master of Arts degree in Philosophy with honours (Cum Laude) from the University of Zimbabwe. He also holds a BA Honours in Philosophy from Great Zimbabwe University and a BA General degree in Philosophy and African Languages from the University of Zimbabwe. He has further obtained a Post Graduate Diploma in Tertiary Education from UNISA, a Graduate Certificate in Education from the University of Zimbabwe, and a Diploma in Personnel Management from the Institute of Personnel Management. Mukwazhe’s research interests encompass a range of topics, including African Philosophy, Philosophy of Education, Metaphysics, Philosophy of Science, and Ethics. Alice Dhliwayo, Ph.D., currently holds a post-doctoral fellowship at the University of the Free State in South Africa. She has achieved a First Class Doctor of Education (Curriculum and Teaching) from the University of Eastern Africa, Baraton in Kenya. Additionally, she holds a Master’s degree in Philosophy
from Midlands State University, where she received a book prize, and a Master’s degree in English Language and Literature from Solusi University, graduating with honours (Cum Laude). With a career in education spanning three decades, Dr. Dhliwayo has extensive experience in various educational settings in Zimbabwe. She has taught at the primary school level and has been involved in teacher training in higher education. Furthermore, she has served as a post-graduate studies lecturer for the faculty of education at Solusi University, specializing in English language and literature studies. She has also worked as a lecturer at Mkoba Teachers College, focusing on English education. Notably, Dr. Dhliwayo has played a role as an expert in curriculum development for Advanced-level literature in English, contributing to Zimbabwe’s competence-based curriculum. Dr. Dhliwayo’s research interests revolve around technology in education, Philosophy of education, English education, and teacher professional development.
Table of Contents
Chapter 1: What Is Professionalism and Why Professionalism? .......................................1 Chapter 2: Teacher Professional Ethics ..................21 Chapter 3: Syllabus Interpretation ...........................47 Chapter 4: Scheming and Planning .........................61 Chapter 5: Lesson Presentation ...............................101 Chapter 6: Teaching Approaches and Methods ......117 References................................................................ 179
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Chapter 1 What Is Professionalism and Why Professionalism?Introduction The importance of professionalism in teacher education in Zimbabwe and beyond cannot be overstated. It is a crucial factor in ensuring the success and effectiveness of the educational system (Brehm, et al, 2006). Teacher professionalism encompasses a range of behaviours, attitudes, and standards that teachers and educational institutions adhere to in order to maintain an elevated level of competence, ethics, and dedication in their professional roles (see also Brown and Ferrill 2009). It is worth noting that professionalism in education extends beyond just teachers and includes school administrators, support staff, and all individuals involved in the educational process. In the field of education, professionalism plays a vital role in creating a positive teaching and learning environment that fosters student growth, achievement, and the development of a culture of respect, integrity, and accountability. Additionally, professionalism establishes a solid foundation for effective teaching and learning by setting clear expectations and standards for teachers’ behaviour and interactions with students and the community. Given these reasons, professionalism should be a central focus in teacher education programs worldwide. Yet, despite its crucial role, there is no universally accepted definition of professionalism in teacher education programs. This chapter explores the various aspects of professionalism and highlights why the inclusion of professional studies is essential in teacher preparation programs.
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