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Global Voices in Higher Education

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ISBN: 9789535132295 9789535132301 Year: Pages: 218 DOI: 10.5772/65226 Language: English
Publisher: IntechOpen
Subject: Education
Added to DOAB on : 2019-10-03 07:51:50

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Traveling from Zimbabwe to New Zealand and on to Ghana and the United States, the voices of higher education are presented in a way only scholars from these regions can fully articulate and understand. The changing world of higher education challenges all of those involved in very unique ways. In Global Voices in Higher Education, scholars from 10 different countries share their work, describing not only their research but also the context in which their work exists. This book allows the reader to travel with these scholars to their colleges and universities and discover areas of concern in higher education from around the globe.

Reimagining New Approaches in Teacher Professional Development

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ISBN: 9781789841893 9781789841909 Year: Pages: 150 DOI: 10.5772/intechopen.77155 Language: English
Publisher: IntechOpen
Subject: Education
Added to DOAB on : 2019-10-03 07:51:52

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Reimagining new approaches in teacher professional development is the focus of this book. It looks at different perspectives of teacher professional development. Most chapters directly or indirectly present and discuss new approaches in teacher professional development in general. The purpose of the book is to inform readers that there are new ways of developing teachers professionally, and to equip readers with the skills needed to teach or behave in a professional manner. The book aims at providing new knowledge about professional development to academics, universities, education authorities, teachers, parents, and governing body members. The authors have diverse perspectives about the issues or aspects pertaining to teacher professional development.

Teacher Education in the 21st Century

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ISBN: 9781789238631 9781789238648 9781838806408 Year: Pages: 244 DOI: 10.5772/intechopen.77621 Language: English
Publisher: IntechOpen
Subject: Education
Added to DOAB on : 2019-10-03 07:51:53

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A learner-centred curriculum provides space for the learner to be actively involved in knowledge production and learning. Such can only happen if the learner's confidence is boosted by a feeling of control and ability to manage his or her progress towards acquiring a qualification. The twenty-first century teacher must create an environment that not only supports the Four Pillars of Learning but also leads to learners being allowed a voice to ask pertinent questions. The teacher should be able to guide the student to full physical and mental maturity and should help to develop critical thinking, and the students should be encouraged to practice the truth and have self-respect and respect for other people. This can happen if the learner is afforded the opportunity to self-accept. If the learners fail to do so, they are likely to have lack of confidence, which will lead to lack of independence.

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