This report describes teacher education in the Netherlands. It contains a study of publications, documents, regulations, websites, including data from expert Interviews. Firstly, an overview of the school system and the teacher education system in the Netherlands is presented. Secondly, the report focuses on a number of central topics relevant for the internationalization of teacher education: educational science, (foreign) languages, intercultural learning, new media, economy, and entrepreneurship and mobility. Finally, some conclusions will be formulated. (DIPF/Orig.).
"The Struggle for the Soul of Teacher Education is a much-needed exploration of the unprecedented current controversies and debates over teacher education and professionalism. Set within the context of neo-liberal education reforms across the globe, the book explores how the current struggles over teaching and teacher education in the US came about, as well as reflections on where we should head in the future. Zeichner provides specific examples of work that moves teacher education toward greater congruency between ideals and practices, while outlining the basis for a new form of community-based teacher education, where universities and other program providers, local communities, school districts, and teacher unions share responsibility for the preparation of teachers. Ultimately, Zeichner problematizes an uncritical shift to more practice and clinical experience, and discusses the enduring problems of clinical teacher education needed for this shift to be educative" --
This paper argues that teacher education gives the most important space for reform in overall educational system. Teacher education should not merely be seen as practice of ‘teaching to teach’, rather we should look beyond this. Teacher education’s purpose is not only to prepare teacher for schools, rather it has a broader purpose of preparing curriculum developers, teacher educators, administrators, researchers etc. for school education. So the need of the hour is that we should find spaces for these issues in the teacher education, particularly in the teacher education programmes.
Concern for preserving our environment for a sustainable development has been felt by all quarters. Education, particularly school education, could play a greater role by making an impact on the thinking of young minds to protect the universe from deterioration. This paper suggests ways to attack teacher education for bringing out effective changes in school education. Adopting to an inter disciplinary nature, the author suggests, the environment education should go beyond school boundaries for reaching to all sections of the society. Key words: Teacher Education, Environmental Education In ancient India students used to spend a number of years in Guru’s Ashram. Guru was their father figure, a guardian, an advisor, a counsellor and a confidant. His wife was their mother figure. She cared for them like her own children. She cooked food for them and brought them up with maternal affection. Thus students acquired education in a cordial and secure atmosphere. They did not have to worry about paying fees and donations to their Ashram as education was free. Nor did they face any discrimination on account of the wealth or status of their parents. In fact, on no account they were harried or hectored. Even during their illness their Guru secured medicines for them and the Guruyani (guru’s wife) nursed them with tender feelings and great care. In return they performed their filial duties and paid obedience to the Guru and the Guruyani and helped them in household chores. In such an atmosphere it was but natural that proper interests, attitudes and values were formed and students acquired education in all domains of learning — cognitive, affective and psychomotor. Besides that they lived in a natural environment and cared for conserving it. They protected trees and revered them as Vriksha Devta
Abstract—Educational reforms are focused point of different nations. New reform movements generally claim that something is wrong with the current state of affairs, and that the system is deficient in its goals, its accomplishments and it is accused not being adopted into global changes all over the world. It is the same for Turkish education system. It is considered those recent reforms of teacher education in Turkey and the extent to which they reflect a response to global economic pressures. The paper challenges the view that such imposes are inevitable determinants of educational policy and argues that any country will need to develop its own national approach to modernizing teacher education in light of the global context and its particular circumstances. It draws on the idea of reflexive modernization developed by educators and discusses its implications for teacher education policy. The paper deals with four themes teacher education in last decade policy in Turkey; the shift away from the educational disciplines, the shift towards school-based approaches, and the emergence of more centralized forms of accountability of teacher competence.