TETP SIG
Mission
The Teacher Education and the Teaching Profession (TETP) SIG facilitates dissemination of information and fosters dialogues about critical issues in teaching and teacher education from national and international perspectives. Our SIG provides teachers/teacher educators/researchers with an opportunity and a framework to discourse on issues, concerns, and successes pertaining to teaching and the teaching profession in each country.
Purpose
The Teacher Education and the Teaching Profession (TETP) SIG is created:
- To create, develop, and sustain interest and scintillating dialogue about international PreK-16 teacher education among the members of the CIES.
- To provide an opportunity and a framework to discourse on issues, problems, and successes pertaining to teacher education and the teaching profession (e.g., teachers’ workload, teacher evaluation, & teacher-related policies and practices) across the countries.
- To promote collaboration and partnership among institutions, research scholars, education practitioners, and policy makers across the nations.
Scope
The scope of the SIG Teacher Education and the Teaching Profession (TETP) is delineated by four main themes—teacher education program, curriculum and instruction, professional development, and teaching profession for PreK-16. Therefore, the members of this SIG would contribute to and focus on such areas that include but are not limited to: teacher education programs; teachers’ understanding and knowledge of all subject areas at all levels, teachers’ transformational knowledge and strategies to different contexts; professional development; teachers’ understanding and practice of diversity in education; teaching diverse learners equity; teachers’ understanding and implementing of varied standards; teachers’ understanding and enacted knowledge of curriculum; discussions and narratives on the educational accountability at all levels; strategy development to make a success of teacher education; teachers’ workload and life in schools, policies and practices on teacher evaluation, societal demands on teacher education.
Uniqueness
The SIG Teacher Education and the Teaching Profession (TETP) is unique in its focus on teachers in their teaching certificate programs, subject content knowledge, transformation of knowledge to different contexts, curriculum, assessment, accountability, professional development, and in teacher education around the world. The TIMSS and PISA results sparked the attention of many concerned people in education around the world, and teachers' jobs caught even more attention in terms of accountability in teaching. That being said, this SIG draws attention to all educators, including in-service and preservice teachers and administrators, regarding how to educate and produce quality teachers through different teacher education programs and professional development in each country. The TETP SIG is unique in delivering the core message of CIES and sharing with teacher education professionals from all around the world so as to benefit from the exchange of ideas, insights, and experiences given that each country’s teacher education should be unique in its history, scope, and contexts.
TETP SIG board members
Sarah Lillo Kang, Ph.D. (Chair) is an Associate Professor of Middle and Secondary Education at Southeast Missouri State University. She is a former secondary English educator with teaching experiences in International Baccalaureate international schools in East Africa and East Asia. She pursued her doctorate at the University of California, Los Angeles. In her present appointment, she teaches undergraduate and graduate pre-service and practicing educators and runs a freshman living learning community for future educators. Her recent research has explored global citizenship efforts in primary and secondary schools, diversity concerns in secondary English curriculum, and informal support networks for pre-service educators. Recent notable works include a co-edited book, Enacting Equitable Global Citizenship Education in Schools: Lessons from Dialogue Between Research and Practice (Lillo Kang & McIntosh, 2023).
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Hala Mreiwed (Program Chair) is an Assistant Professor in Childhood and Youth Studies (CYS) at King’s University College at Western. Hala has a Masters in Public Policy and Public Administration from Concordia University, and a PhD in Educational Studies from McGill University. Her research interests in children’s rights, equity in education, impact of war-trauma on education, teacher education and training, community-building within classrooms, children’s media and creative drama come from her experiences in Canada and abroad. Hala's most recent publication is the co-edited book Art as an Agent for Social Change (2021). Hala is also the Vice-Chair of the Canadian Coalition for the Rights of Children (CCRC), Children's Rights Advisor to the Centre for Research-Action on Race Relations (CRARR), and Co-President of the Canadian Association for Curriculum Studies (CACS). Mina Min (Co-Program Chair) is an Assistant Professor in Teacher Education in the Department of Learning, Teaching, and Curriculum at Appalachian State University. She is a former elementary school teacher in Seoul, South Korea. She pursued her doctorate at Indiana University Bloomington. In her current position, she teaches undergraduate and graduate pre-and in-service teachers with courses that focus on culturally responsive pedagogy and assessment. Her scholarship centers on teacher agency, motivation, and change in the context of educational reforms, teachers as social justice-oriented change agents, comparative and international education, and school and teaching effectiveness. |
Kimberley Daly, PhD (Secretary) is the Program Coordinator for Project E-Ignite, a Jacob K. Javits federally funded grant (US) that seeks to identify culturally and economically diverse students for gifted coursework through problem-based learning at George Mason University. She also teaches education coursework in the Division of Advanced Professional Teacher Development and International Education at Mason. Her research interests are teacher education and problem-based learning, human rights education, and advanced academic programs, especially the International Baccalaureate.
Heather L. Reichmuth (Membership Chair) is an Assistant Professor of Teacher Education at the University of Southern Maine. She holds a PhD in Curriculum, Instruction, and Teacher Education from Michigan State University. Her research focuses on language and literacy practices of bi/multilingual families with implications for family engagement and multilingual student learning in schools. Her research agenda is informed by her 15 year's teaching as an English as a Foreign Language Teacher (EFL) in pre-K-16 settings in South Korea, and raising a multilingual family both overseas and in the US. Her research strives to support immigrant and transnational families by highlight the language and literacy assets that multilingual children and youth bring to schools. Ultimately, her goal is for teachers and schools to better engage multilingual families, support English and home language maintenance, and provide equitable learning for all students.
Lamiaa Eid (Webmaster) is a Ph.D. student in Teacher Education and School Improvement at the University of Massachusetts (UMass) Amherst. She holds an MA in International & Comparative Education from The American University in Cairo (AUC), where she conducted her thesis on "Teacher-Student Relationship Quality: Teachers' Theories of Actions in Egyptian Schools." Lamiaa is a certified Trainer and has extensive experience in educational research and development, contributing to Capacity Building projects. She founded Café Without Borders, a platform promoting cross-border communication among graduates. With a passion for education, she actively engages in conferences and journals as a reviewer. Her research interests are in the areas of teachers' empowerment and anti-oppressive education, education reform, education policy and social justice.