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In this article, we studied how well teacher education in Finland is able to answer the changing needs of the contemporary world. More precisely, we focussed on the question of how well an alternative teacher education model guides teacher students' agency towards a transformational view of the teaching profession, making it possible for schools to enable social change. This question was studied in the framework of critical social pedagogy. The data for this article was collected ethnographically by observing meetings in the Critical Integrative Teacher Education (CITE) programme at the University of Jyväskylä in 2015–2017.The analysis is based on a theoretical background in which we outline two different discourses on the concept of teachers' agency. The first promotes schools' role in conservation; teachers are expected to educate obedient and uncritical citizens to maintain steady economic growth. The second discourse is defined as critical and emancipatory, where the education pursues transformation in students' underlying attitudes and a deeper understanding of education and society.The results showed that the CITE model fosters teacher students' critical self-reflection and understanding of group phenomena considering education. The students' ability to understand schools in a social context also develops. However, CITE seems to struggle in transforming the students' thinking and understanding into actions. According to the data, feelings of inability, cynicism and a lacklustre ability to understand concretely how teachers can have an impact on society through their profession prevent a more complete transformation in the students' everyday modes of action. A stronger community perspective, collaboration with institutions outside teacher education, the enabling of group-oriented action and the provision of real-life experiences regarding the transformation could better help to develop future teachers' agency towards transformational views.

This book addresses issues related to ethics and integrity in teacher training. Authors pay special attention to the role ethics plays in teaching practice and the importance of establishing expectations for students to learn with integrity from a young age. The book celebrates global perspectives on ethics and integrity for pre-service teachers, acknowledging that although some aspects of ethics are universal, the ways in which these are implemented can vary. Contributors present original research, case studies, and recommendations for practice and teaching. The book draws on a range of theoretical and conceptual foundations including applied ethics, academic integrity, and moral education

There has been an overhauling of teacher education programmes across the nation, in India, post National Curriculum Framework for Teacher Education (NCFTE 2010). A special place has been given to the pedagogy of Environmental Studies in the twoyear B.Ed. programmes. Moreover, Environmental and Population Education has been introduced as optional course. Consciously, it has been kept in consideration in pedagogies of different school subjects: how issues related to environment could be imbibed with different streams of studies. As environment does not have political boundaries, thus, the issues which are local may not be considered in isolation. Hence, it is necessary to trace the education about environment in Indian scientific community and society which is traditional and has its own indigenous practices. It is required to address the global environmental concerns and how they are affecting the local community should be part of the curriculum in the backdrop of India towards sustainable development. (DIPF/Orig.) ; Im Kontext des National Curriculum Framework for Teacher Education (NCTFE 2010) hat in Indien eine landesweite Reform der Studiengänge der Lehrerbildung stattgefunden. Ein besonderer Platz wurde der Pädagogik der Umweltstudien in den zweijährigen B.Ed.-Programmen eingeräumt. Zudem wurde Umwelt- und Bevölkerungsbildung als Wahlfachkurs eingeführt. Außerdem wird in der Pädagogik verschiedener Schulfächer berücksichtigt, wie eine Auseinandersetzung mit umweltbezogene Fragen in unterschiedlichen Studienströmen stattfinden kann. Da die Umwelt keine politischen Grenzen hat, können die Fragen, die lokal sind, nicht isoliert betrachtet werden. Daher ist es notwendig, die Bildung über die Umwelt in der indischen Wissenschaft und Gesellschaft in den Blick zu nehmen, die traditionell ist und ihre eigenen indigenen Praktiken hat. Es ist erforderlich, globale Umweltbelange anzusprechen, und wie sie die lokale Gemeinschaft beeinflussen, sollte Teil des Curriculums sein - vor dem Hintergrund Indiens auf dem Weg zu einer nachhaltigen Entwicklung. (DIPF/Orig.)

This dual methods study explored one social studies teacher education program as it attempted to incorporate a cycle of practice-based teacher education into a methods course for the purpose of democratizing the teacher education experience. In addition to detailing the pedagogical decisions of the course instructor, researchers followed two social studies teacher candidates into their student teaching experience. Findings suggested that promoting social studies practice through a pedagogy of enactment is not enough. Rather, mentor teachers, course instructors, and teacher candidates need to be aligned pedagogically as to the purposes and practices of social studies education.

The paper explores the terms secularism, democracy, globalisation and quality with particular reference to shaping learners? identities and ascribing quality to teacher education in two developing democracies: India and South Africa. Key terms are interrogated in order to clarify how quality is subjected to current discursive pressures. The terms are seen as axiomatic to contemporary ideals of whole human development and citizenship. The nature of the contemporary self is explored in terms of Taylor?s (2007) juxtaposition of pre- and post modern selves engaging with global discourse where expressivist and rational modes of argument compete for hegemony. First, the paper deconstructs ?secular?; second, it examines tensions between hegemony and agency in the language of globalisation; third, it uses Bernstein?s taxonomy of learners? rights and conditions to locate the democratisation of education in practice and finally, suggests how globalisation and democratic rights may impact on notions of quality in teacher education.

The integration of antisemitism as a topic for teacher education is urgent, especially in the social sciences Education regarding contemporary antisemitism must be combined with an analysis of racism and historical-political perspectives on the Shoah to succeed in post-migrant society Slight changes of the curricula are a reliable base for further development A nexus between schools, universities and actors of civil society is needed in order to target antisemitism International summer schools, German-Israeli study groups or collaborative workshops are exemplary pilot projects in order to establish competence regarding education critical of antisemitism Purpose: Following the current rise of antisemitism globally and in Germany, this paper examines the current situation regarding Antisemitism in teacher education. The paper aims to make a contribution for the demand of an implementation of education critical of Antisemitism in teacher education. Approach: Combining experience from university teacher training and the field of extracurricular political education we appoint perspectives for a sustainable implementation of education critical of antisemitism in teacher training via best practice examples. We evaluate the potentials of field trips, international study groups and networks between university and agents located in civil society. Findings: The revised curricula for Social Sciences in the state of North-Rhine-Westphalia (and formerly Berlin) name current antisemitism for the first time, indicating an urgent need for professionalization in Social Science teacher education where the facets of antisemitism only play a minor role. Hence, expertise and existing resource must be stabilized, a structural implementation and funding is needed in order to target the challenging topic of antisemitism. Research limitations/implications: This paper functions as a preliminary research in order to examine the given shape of Social Science teacher education and Antisemitism in Germany. A comprehensive, structured analyses ...

Summary: This qualitative research study examines the lived experience of preservice teachers in a class on teaching diverse populations. The goal for a critical multicultural class is to provide teachers with the tools to facilitate receptivity on their part, and strategies that will enable them to empower themselves within the existing hierarchy. This study will illuminate preservice teachers' experience in a critical multicultural classroom and their responses to a critically reflective pedagogy. The goals of the study are to understand the students? lived experiences and their learning outcomes in the following ways. (1) Students' awareness of their own cultural backgrounds and its impact on their teaching methods. (2) Students' views of multiculturalism in its various forms. (3) Students' awareness of the political aspect of education and how it may impact their teaching. (4) Students' views of what it means to be a critically reflective teacher. ; Ed.D. ; Department of Professional and Community Leadership ; Doctorate

The value education is becoming increasingly prominent in educational discussion at all levels for devoting more time and effort to achieve greater understanding and awareness of human values. In our pluralistic society education has to foster universal values as well as orient people towards unity and integration. The NPE 1986 envisages the need to make education a powerful tool for the cultivation of social and moral values. The 81st Report on value based education(1999) submitted to the Indian Parliament has emphasized on the inculcation of core universal values viz. Truth, non-violence, righteous conduct, love and peace, The Preamble of the Indian Constitution, ands a no. of Education commissions and Committees in India since Independence have emphasized on the need for formulation of programmes on value based education through educational institutions.

This book presents the research output of the Dutch project VTB-Pro, an internationally-oriented project that aimed at providing primary school teachers with the knowledge, abilities and attitudes that are necessary to implement science and technology education in their classes. An introductory chapter by Wynne Harlen and Pierre Lena positions this project in the international context.From the Foreword by Dr. Michel Rocard: I have been pleased to discover the VTB-Pro three years project carried in the Netherlands (Broadening technological education in primary school). Focusing on professional development of teachers and presenting first hand testimonies and research, the present book demonstrates how to deal with this issue, so critical for a renewed pedagogy. With proper methods, the knowledge of science, the interest in science and technology, the pedagogical skills can all be improved among teachers who often have no or little affection for science.