Empowering Education in Cambodia and Sri Lanka : Quality Improvement in Teaching and Learning in the 21st Century

• Autore: Hummel Sandra
• Pubblicazione: Wiesbaden : , : Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (219 pages)
• Altri autori: Hummel
• Nota di contenuto: Intro -- Contents -- Introduction -- References -- Culture, Education and Digital Transformation in Sri Lanka -- 1 Introduction -- 2 The Educational Landscape in Sri Lanka -- 2.1 Initial Segment: The Structure and Content of Primary Education -- 2.2 Subsequent Segment: Junior Secondary Education and its Successive Phases -- 2.3 Rural-urban Divide: Disparities in Educational Access and Quality -- 2.4 Final Segment: Gender Parity in Education -- 3 Structure of Teacher Training -- 4 Conclusion -- References -- Digital Capacity Building in Teacher Education: An Environmental Case Study from Cambodia -- 1 Introduction: Teachers' Crucial Role in Capacity Building -- 2 The Educational Landscape in Cambodia -- 2.1 Higher Education in Cambodia -- 2.2 Primary Education in Cambodia -- 2.3 Teacher Education in Cambodia -- 2.4 Teacher Training Stakeholders in Cambodia -- 3 Teacher Training Reforms in Cambodia -- 4 Identifying Specific Teacher Training Needs -- 5 Conclusions and Outlook -- References -- Child Friendly School Policy and the Requirements for Teaching Professionals in Twenty-First Century Cambodia -- 1 Introduction -- 2 Teacher Professionalization in Cambodia - a Critical Reflection -- 3 Teaching in the Twenty-First Century and the Child-Friendly Policy -- 4 Teachers' Reception of the Child-Friendly Policy in Cambodia -- 5 Conclusion -- 6 The CONTESSA Train-The-Trainer Program -- References -- Modern Pedagogies in the Digital Era: Elevating Educational Standards in Teacher Education -- 1 Introduction -- 2 Ensuring Accessibility -- 3 Establishing Contemporary Education Foundations -- 4 Applying Theory to Practice -- 5 Leveraging Technology as an Auxiliary Instrument in Teaching -- 6 Encouraging Growth -- 7 Capacitating Pedagogical Facilitators: A Comprehensive Approach -- 8 Conclusive Reflections -- References. ; The Role of Teacher Educators Form a Cross-National Perspective: A Four-Country Case Study -- 1 Introduction -- 2 Teacher Educators' Role and Career Pathways -- 3 Methodological Issues -- 4 Teacher Educators in Austria -- 5 Teacher Educators in Cambodia -- 6 Teacher Educators in Germany -- 7 Teacher Educators in Sri Lanka -- 8 Teacher Educators in Comparison -- 9 Conclusions -- References -- Impact of CONTESSA Project on the Development of Blended Professional Learning Communities (PLCs) of Teacher Educators: The Case of Sri Lanka -- 1 Introduction -- 2 Methodology of the Study -- 3 Findings and Discussion -- 3.1 Respondent Background -- 3.2 Module Writing as a PLC -- 4 Conclusion -- References -- Quality Assurance in Teacher Education -- 1 Introduction -- 2 Methodology -- 3 Results and Discussion -- 4 Conclusion -- 5 Recommendations -- References -- Authenticity of Learning and Assessment in Teacher Education: Opportunities and Challenges Within CONTESSA Online Modules -- 1 Introduction -- 2 Authenticity in Learning and Assessment in Teacher Education: Theoretical Approaches / Models / Definitions -- 3 Authenticity Aspects of Modules Developed by the CONTESSA Project -- 4 Conclusion and Outlook -- 5 Recommendations -- References -- ICT-Enable Teacher Professional Development from the Pedagogical Dimension for 21st Century: A Preliminary Analysis of the ICT Integration of CONTESSA Modules -- 1 Introduction -- 2 Competencies in the Design of ICT-Enabled Education Settings -- 3 Competencies Related to Implementing ICT-Enabled Learning Experiences -- 4 Competencies to Access the Effectiveness of ICT-Enabled Education -- 5 CONTESSA's Legacy -- References -- The Development and Implementation of an E-Learning Course: A Usability Study in South Asia -- 1 Introduction -- 2 Instructional Design, Usability, and Pedagogical Usability. ; 3 The CONTESSA Online Modules Courseware and the Purpose of the Presented Study -- 4 Methodology -- 5 Results and Discussions -- 6 Recommendation for COMC Development -- References -- Introduction to Policies and Practices Around Adoption of ICTs in Cambodian and Sri Lankan Higher Education -- 1 Introduction -- 2 ICT Implementation in Higher Education -- 2.1 Cambodia -- 2.2 Sri Lanka -- 3 Technological Infrastructure -- 4 Methodology -- 5 Findings -- 5.1 ICT Infrastructure in Cambodia Universities -- 5.2 ICT Infrastructure in Sri Lanka Universities -- 6 Conclusion -- References -- Pedagogical Professionalization in Digital Contexts -- 1 Pedagogical Professionalization -- 2 Digital Technology and its Role in Pedagogical Professionalization -- 3 Contemporary Teaching Skills for South Asia - an Erasmus + co-Funded Project -- 3.1 Pedagogical Design -- 3.2 The Online Format of the CONTESSA Course -- 4 Conclusion -- References.
• Titolo autorizzato: Empowering Education in Cambodia and Sri Lanka
• ISBN: 3-658-43306-X
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910847091503321
• Lo trovi qui: Univ. Federico II
• Serie: Doing Higher Education Series