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Dr. Semiyu Aderibigbe Assistant Professor Academic RankAssistant Professor

Specialization:

  • Education (Mentoring &Teacher Education, Educational Leadership, and Citizenship Education)

Research Interests:

  • Mentoring and peer coaching, educational leadership, critical constructivist pedagogy, teacher education, andragogy, citizenship education, and blended learning .

Contact

PhD. in Education, University of Aberdeen, UK
Semiyu joined the University of Sharjah from Mount Royal University, Calgary, Canada. He has also worked at the University of Calgary, Canada, Yorkville University, Canada, Hamdan Bin Mohamed Smart University, UAE, American University in the Emirates, UAE and the University of Aberdeen, UK.
• Editorial Board Member & Reviewer, Education in the North (Journal of the School of Education, University of Aberdeen, Aberdeen, UK) • Editorial Board Member & Reviewer, Higher Education Studies (Canadian Centre for Science and Education) • Editorial Board Member & Reviewer, Journal of Education and Training Studies (Redfame) • Reviewer, Journal of Career Development (Sage) • Reviewer, Journal of Teacher Education (Sage) • Reviewer, International Journal of Mentoring and Coaching in Education (Emerald)
Canadian Society for the Study of Education Commonwealth Council for Educational Administration and Management British Educational Leadership Management and Administration Society International Study Association on Teachers and Teaching Teacher Education Advancement Network
• Aderibigbe, S.A., Gray, D. and Colucci-Gray, L. (2018). Understanding the nature of mentoring experience between teachers and student teachers: Insights from an initial teacher education reform context. International Journal of Mentoring and Coaching in Education (Emerald), 7 (1), 54 – 71. DOI: 10.1108/IJMCE-04-2017-0028 • Aderibigbe, S.A.,Colucci-Gray, L. and Gray, D. (2016). Conceptions and expectations of mentoring relationships in a teacher education reform context. Mentoring and Tutoring: Partnership in Learning (Taylor and Francis), 24 (1), pp. 8-29. DOI: 10.1080/13611267.2016.1163636 • Aderibigbe, S.A.,Antiado, D. F. and Sta.Ana, A. (2015). Issues in peer mentoring for undergraduate students in a private university in the United Arab Emirates. International Journal of Evidence Based Coaching and Mentoring, 13 (2), pp. 64-80. Available at: http://ijebcm.brookes.ac.uk/documents/vol13issue2-paper-05.pdf • Aderibigbe, S.A. (2013), Opportunities of the collaborative mentoring relationships between teachers and student teachers in the classroom: The views of teachers, student teachers and university tutors, Management in Education, 27 (2), pp. 70-74. • Aderibigbe, S.A. and Ajasa, F.A. (2013), Peer coaching as an institutionalised tool for professional development: the views of tutors in a Nigerian College, Journal of Workplace Learning, 25 (2), pp. 125-140.
Critical constructivist pedagogical approach encompassing learning from others, learning in a socio-cultural context, critical reflection and equal participation.
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