MANAGING PROFESSIONALISM IN TEACHER EDUCATION: ISSUES OF TEACHER IDENTITY DEVELOPMENT IN CAMEROON

Authors

  • Ndame Thomas EdD, Department of Educational Administration, University of Saskatchewan, Saskatoon, SK S7N 0X1, Canada

DOI:

https://doi.org/10.46827/ejes.v0i0.2466

Keywords:

teacher education, teacher training, teacher identity development, teacher professional development, managing teaching professionalism

Abstract

This paper explores different dimensions that interplay in the process of teacher identity development in the context of Cameroon. Since the concept of identity is multifaceted and its formation process is continuously changing, this work attempts to examine it from many dimensions. Firstly, from general perspective, secondly with emphasis on specific perspectives embodying personal, self, educational and professional identities that constitute, shape and influence the formation of teacher identity and thirdly, constraints that impede its development including their overall implication for schooling, learning and the entire education system. In order to explore, understand and appreciate this discourse on teacher identity formation which underlie the foundation and driving force in a national education system, this paper attempts to raise some questions. What is teacher identity and how is it formed? What is teacher identity in Cameroon context? What are the constraints in its formation process? How do the constraints impact on schooling/learning and the education system? Answers to these questions and some suggestions help to illuminate the phenomenon and its utility in both national and international perspectives.

 

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Author Biography

  • Ndame Thomas, EdD, Department of Educational Administration, University of Saskatchewan, Saskatoon, SK S7N 0X1, Canada

    Ndame Thomas (EdD) is a professionally trained inclusive education consultant, practitioner, researcher and lecturer. He is holder of the following academic and professional qualifications: BA Bilingual Modern Letters (English/French) and Postgraduate Diploma (DPESS II-ENS) University of Yaoundé I, Cameroon; MA Teaching of French as Second/ Foreign Language (TOFFL), University of Buea, Cameroon; MEd Special Education, University of Marladalen, Sweden; EdD Special Educational Needs, University of Exeter, UK. He is lecturer and researcher in the: Department of Educational Psychology and Special Education at the Faculty of Education, University of Buea, Cameroon; Department of Special Education at the Bamenda University of Science and Technology (BUST) Bamenda, Cameroon. Presently, he is a Research Fellow in Inclusive Education Administration and Leadership, Department of Educational Administration, College of Education, University of Saskatchewan, Canada As inclusive education consultant and practitioner, he is founder and chief executive officer (CEO) of Multipurpose Support Association Centre (MUPUSUAC) website: www.mupusuac.net, a Buea-based charity organisation. The multi-task force services of the community-based organisation include: School and Community Inclusive Education Projects; Community Health Promotion Outreach for disability and disability-related disease awareness issues, methods of prevention and management; Individual Psychosocial Therapy; Assessment and Intervention (Early Childhood Intervention-ECI and Late Adulthood Intervention-LAI). He has research and practical interests in Disability Studies, Inclusive Education Administration and Leadership, Multi-agency services, Teacher Education; Assessment and Intervention and, Gifted and Talented Education. His national and international training and practical working experiences in Cameroon, Sweden, UK and now Canada have helped in shaping his present professional portfolio. He is also a member of some national and international professional organisations including the International Association of Special Education (IASE), USA and finally a board member of an academic journal, the European Journal of Special Education Research.

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Published

2019-06-07

Issue

Vol 6, No 3 (2019)

Section

Articles

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