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Salman Rushdie's 2012 memoir, Joseph Anton, marks a turning point in his career. While his earlier work celebrated "cultural translation" and the emergence of "newness" into the world, this book expresses reservations. "The arrival of the new was not always linked to progress", Rushdie writes, "Men found new ways of oppressing one another, too, new ways of unmaking their best achievements and sliding back towards that primal ooze; and men's darkest innovations, as much as their brightest ones, confused their fellow men". These "dark newnesses", as he calls them, "were innovations that came into being in the name of a totalizing ideology, an absolute ruler, an unarguable dogma, or a god". However, despite this turn towards a more binary worldview, the complexity of Rushdie's earlier writing refuses to be completely stifled, and this article argues that Joseph Anton is ultimately unable to persuasively follow through on its rhetoric of a world simplistically torn between newnesses "bright" and "dark". Although frequently relying on binary language, it is precisely the memoir's patent failure to convincingly represent the world in such starkly simplistic terms that, inadvertently, renders it valuable in foregrounding the nuances of post-9/11 identity politics that its author ostensibly seeks to deny.

El presente trabajo da cuenta de la génesis de la caracterización del Judesein a partir de su existencia metahistórica y metapolítica, frente a la política mesiánica de los pueblos del mundo, en la Tercera Parte de La Estrella de la Redención de Franz Rosenzweig. La investigación parte del estudio rosenzweiguiano sobre el origen y el desarrollo de la concepción hegeliana del Estado, Hegel und der Staat, así como de algunos escritos políticos de especial relevancia redactados por el pensador judeoalemán durante la Primera Guerra Mundial. Frente a la interpretación tradicional de la trayectoria vital e intelectual de Rosenzweig, proponemos aquí localizar las raíces de su judaización y de su comprensión de la especificidad del Dasein judío no sólo en su relación con E. Rosenstock-Huessy y H. Cohen, sino también en su experiencia del conflicto bélico y en su profundo desengaño de la conexión entre política e historia propia de la filosofía hegeliana y de la Ideengeschichte de F. Meinecke ; This paper deals with the genesis of the Third Part of Franz Rosenzweig's Star of Redemption and his Judesein characterization from his metapolitical and metahistorical existence and as opposed to the Messianic Politics of the Peoples of the World. The starting point of the research will be the Rosenzweigian study of the origins and development of the Hegelian idea of State, Hegel und der Staat, as well as some relevant political writings which Rosenzweig wrote during the First World War. In spite of the traditional interpretation of Rosenzweig's intellectual and vital course, we propose here to locate the roots of his judaization and his comprehension of Jewish Dasein specificity not only in his contacts with E. Rosenstock-Huessy and H. Cohen but also in his war experience and his deep disillusion about the connection between Politics and History which is at the very core of Hegelian philosophy and of F. Meinecke's Ideengeschichte

Education is a nation building task and the process of education is largely lies in the hands of teacher. In the formal education system, infrastructure, finance and community support was provided by Government and stakeholders of education. But the process of molding the future citizens of India depends upon the quality of teacher. Effective teaching is a par excellence attribute of quality education. An effective teacher may be understood as one who helps in the development of basic skills, understanding, proper work habits, desirable attitude and value judgment. Teacher effectiveness concerns with these outcomes and the objectives of education. This study has the focus on the gap between the teacher effectiveness and quality education at secondary level. A sample of 300 higher secondary teachers from Vellore district has been selected for this study. Teacher Effectiveness Scale by Umme Dixit (1993).It is a five point scale and the reliability value of the tool was found as 0.89, and the validity was found to be 0.94. The data were analyzed for (i) gender (ii) type of management (iii) nature of school (iv) location of school and (v) marital status. The findings are the teacher effectiveness of higher secondary teacher's shows that there is no significant difference with respect to the gender, type of management, nature of school, location of school and marital status.

This article explores the concept of the student teachers identity and the form it takes during Initial Teacher Education (ITE). There is an examination of the recent changes in England's government policy towards ITE and how these impact the teaching identity. It is argued that the student identity does not exist in isolation and therefore there is a need to look at the impact of the social environment on the agency of the student teacher during their training year.

The organizational climate has played a crucial role in an organization/institution resulting in high individual, organizational performance and specially motivation to work. Motivation is the process of stimulating people to action and to achieve a desired task and healthy organizational climate in an individual's expressed career related goals or choices. The organizational climate is very much related with motivational aspects. Teacher educators play an important role in bringing about social transformation leading to national reconstruction. The quality of teachers and inputs, therefore become of paramount importance in the whole process of teaching and learning that are influenced by the organizational climate. 221 teacher educators were randomly selected for the study from West Bengal. Organizational Climate Inventory by Chattopadhyaya and Agarwal (2011) and self developed Teacher Educator's Motivation to Work Scale (2016) was used in the study. It was revealed that the perception of male, self financed and organizational climate of rural teacher educator's are better than the female, government and urban teacher educators. The female; government and urban teacher educators are highly motivated than the male; self finance and rural teacher educators on their work. There was no positive significant relationship between organizational climate as perceived by teacher educators and motivation to work of teacher educators.

ABSTRACT Teacher competence refers to the right way of conveying units of knowledge, application, and skills to students. This paper also highlights the various competencies like the use of appropriate techniques, efficacy in Teaching, effective use of Aids, rapport with students and collogues, and catering to individual differences. The present study is undertaken to study the teaching competency of B.Ed. female teacher trainees. The major objective of the study is to find out the difference between (i) Rural and urban (ii) Government and Self-financing college (iii) girls and Co-education College and (iv) Undergraduate, Postgraduate and M.Phil. degree B.Ed. female teacher trainees. The 148 samples were taken from the B.Ed. female teacher trainees who are studying in the ten colleges of education in Thanjavur and Pudukottai districts which are the colleges of education, affiliated to Tamil Nadu Teacher Education University, Chennai. The data were collected by Teaching Competency Scale standardized by Dorathi Rani (2000). Special attention was given to such factors as the nature of college, type of college, and the degree of B.Ed. female teacher trainees. The data are analyzed by t-test and ANOVA. The results revealed that there is a significant difference between (i) urban and rural (ii) Government college and Self-financing college and (iii) girls' college and Co-education College B.Ed. female teacher trainees in their teaching competency and (iv) there is no significant difference among undergraduate, postgraduate, and M.Phil. degree B.Ed. female teacher trainees.

Over hele verden har politiske diskusjoner om lærerutdanning og dens rolle for lærerkvalitet en tendens til å fokusere på debatter om lærerutdanningens karakter og behovet for avanserte sertifiseringsordninger for lærere. Vi argumenterer i denne artikkelen for at feltet har behov for et utvalg indikatorer—en rekke sterke, forskningsbaserte indikatorer som kan brukes både på store offentlige universiteter, samt små regionale høyskoler. Disse indikatorene må være relevante for lærersertifisering på tvers av alders- og utviklingsstadier. I denne artikkelen knytter vi oss til en pågående samtale om måter å koble teori og praksis i lærerutdanningen, og andre forskeres arbeid med å identifisere slike kvalitetsindikatorer for lærerutdanning, ved å analysere lærerutdanningsprogram i Finland, Norge, Chile, Cuba og USA. Vi foreslår at lærerutdanning blir designet rundt en klar og felles visjon om god undervisning; den er koherent ved at den kobler teori og praksis og gir muligheter til å lære som er på linje med programmets visjon for god undervisning; og den gir muligheter til å praktisere undervisning. Det er økende enighet i forskningslitteraturen om disse tegnene på kvalitet, og våre analyser viser at det også er et gryende empirisk grunnlag som gir støtte til verdien av dem.Nøkkelord: lærerutdanning, kvalitetsindikatorer, komparativ forskningAbstractAround the world, policy discussions of teacher education in relationship to teacher quality have tended to focus more closely around debates about the nature of teacher preparation and the need for teachers to possess advanced degrees or certification. The field is in need of an array of indicators, we argue in this article—a set of powerful, well-researched indicators that can be applied to large public universities as well as small regional colleges. These indicators need to be relevant for teacher certification across a variety of age-ranges and developmental stages. In this article, we report on a growing conversation about ways of linking theory and practice in teacher education, and efforts on the part of researchers to identify key features of powerful teacher education, analyzing teacher education programs in Finland, Norway, Chile, Cuba and the US. We propose that quality teacher education is designed around a clear and shared vision of good teaching; it is coherent in that it links theory with practice and offers opportunities to learn that are aligned with the vision of good teaching; and it offers opportunities to enact teaching. While these features are supported for the most part by growing consensus in the literature, there is also an emerging empirical base that provides support for the value of them, as suggested from these analyses.Keywords: teacher education, teacher preparation, quality indicators, comparative research