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Year by year it's more clearly to see the trend of increasing demands for the education and teachers. Skills, competencies of teaching staff are something that can be a guarantee of the level of education in our universities. The appearance of Professional teacher standard facilitated the process of conformity or non–conformity teacher's identification to certain requirements. Now it's seen a clash between criteria to teaching staff and real life in the field of education. The undoubted teacher must comply with the new requirements, standards, be modern, know all new trends, monitor world's changes and change himself, improve his skills both personal and professional. This article provides an overview of the main trends of higher education development which can help with increasing of education level, quality of young specialist's knowledge. And all of this influence on the development of national industry and the whole country. Continuity of education is very important because it helps with using theoretical knowledge in practice and with an accumulation of knowledge skills during world's progress. Besides, it must be said about the humanization of education. Personal qualities are always very important along with the desire of the individual to self–improvement. So the teacher, who is ready for the self–studying, is the integrated personality desiring to reach heights in the profession. The importance of democratization of education as a relationship–building tool between students and teachers is humanity and possibility in student interest to get necessary knowledge. Also, it should be noticed about necessity in education competitiveness. And the way to get is using of integration and intensification of education. Demands on employees are growing from year to year, it's important for employers the young specialists have versatile skills. So integration and intensification of education can contribute the establishment of comprehensive development of graduates.

This article focuses on issues related to ethics and training, part of a research project on ethical and deontological thinking in which, during its early stages, thirty six teachers from a variety of teaching levels were interviewed. We have identified some aspects related to the ethical training of teachers which are connected to other dimensions under study, namely the regulation and creation of a deontological code and the ethical, personal and professional conceptions of teachers. In addition to an interpretative analysis of data and a brief review of current legislation and studies, we have reflected on the perspectives and strategies to be considered in the ethical training of teachers. ; info:eu-repo/semantics/publishedVersion

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.

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.)

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.

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