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The young today are facing a world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social and cultural. To be able to prepare our young people face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also have to change. In the past, teachers used to be a major source of knowledge, the leader and educator of their students school life. The changes that took place in education have initiated to change the role of teachers. In this article we will examine how the role of teachers in the present society has to change.

The young today are facing a world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social and cultural. To be able to prepare our young people face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also have to change. In the past, teachers used to be a major source of knowledge, the leader and educator of their students school life. The changes that took place in education have initiated to change the role of teachers. In this article we will examine how the role of teachers in the present society has to change.

This chapter focuses on the key components of the curriculum of Initial Teacher education (ITE) and the ways in which it has been changing over the last years internationally. In particular, it analyses the place and role of the educational studies, subject matter studies, pedagogical studies (sometimes following a more didactic perspective) and practicum in initial teacher education programmes. The aim of the chapter is twofold: (1) to identify and contrast the ways in which the different key components are articulated in the curriculum of ITE programmes; (2) to analyse the rationale and underpinning assumptions of given models of teacher education, particularly the views and focus of the curriculum itself and the government intervention in the design of ITE programmes. It is argued that, in many contexts, teacher education curriculum has been subject of a rather restricted view in line with policies that point to a narrow perspective of school curriculum. However, it is also possible to identify programmes that integrate the key components of ITE curriculum, in particular theory and practice, subject knowledge and educational studies as well as practicum, in a more explicit way, through a research based design. ; CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal; National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562 ...

The teacher education is a period of great moments of rupture, which relate to the need of giving voice and working conditions to the movements of innovation and pedagogical renewal, who pretend to transmit new representations and positive expectations. Train teachers for the millennium and the knowledge society, where combat digital illiteracy is assumed to be urgent concern is a task that motivates educational reform movements that cross the world. However, this reform movement, should also mean that believes not only in the initial training - first step to permanently downgrade - which must be exhausting efforts personal, professional, institutional, political, budgetary and financial these new winds of reformism educational and systemic. Should mean, above all, a commitment to the teacher education, in response to the challenge of breaking the commonplace to recognize in theory its importance but simultaneously attend to the placing of obstacles to its implementation in schools. This chapter intends to describe the evolution of Teacher Education in Portugal, in the context of these variables, following a diachronic line, with emphasis on the current situation. ; info:eu-repo/semantics/publishedVersion

A series of short essays by leading educationalists and trade unionists in response to the Coalition Government's document 'The Importance of Teaching: The Schools White Paper' (DfE 2010). The essays are grouped under three broad headings: 'What do teachers want from teacher education?' 'Who will defend teacher education?' and 'What can higher education offer teacher education?'

Abstract India is the youngest country today due to its youth population and if the nation has to be the power centre of the world it has to channelize the potential of young Bharat. Population Dividend cannot be obtained without developing a system to direct the energy of the Young India and no need to say that education is the answer to all these questions. Teacher and her education have their bearing on the quality of education that is the prerequisite for quality manpower. Teacher education does not bear the responsibility of the preparation of quality teacher up to desirable level. India in general and Bihar in particular need to strengthen its teacher education preparation system. Perhaps Bihar is the poorest potential state in terms of teacher education preparation mechanism, especially in the area of secondary teacher education. Only Patna University has Faculty of Education and Department of Education. There are few government colleges providing B.Ed. and M.Ed. study facility. Vacancy in these institutions has not been full-filled since long. As per the two years B.Ed. programme the Bihar Cabinet has to sanction new and more posts and that is also pending. Development of Faculty and Department of Education in every university of the state, sanction and creation of posts for two years B.Ed. & M.Ed. programmes, preparation in advance for the implementation of four years integrated B.Ed. programme, timely appointment of required faculty members, proper funding, implementation of Criterion Referenced Evaluation in teacher preparation & selection, etc. are some of the measures that can enrich the secondary level teacher preparation programme of the state.

This paper aims to contribute to the valuable conversation about the role of deliberative democracy in teacher education. I consider both using pedagogy that engages deliberative democracy in process, thereby enhancing teaching, and advancing deliberative democracy as a worthy goal in teacher education. I begin by looking at recent changes in society that have reshaped student goals, educational accountability, and the priority of democracy within higher education. I highlight these changes to issue a call for a thoroughgoing commitment to deliberative democracy both in theory and in practice, as a means and an end. I expand on the definition of deliberative democracy and the skills necessary to fulfilling it as they relate to the goals of teacher education. I close by turning to exemplary programs in teacher education and showcasing some smaller steps toward incorporating democratic practices and assignments.

This article examines teacher education accountability and argues for new emphases in accreditation and beginning teacher certification designed to professionalize teacher education. A brief overview of the history of teacher education policy is presented as a background framing for exploring the current policy moment positioning teacher education as a problem that needs to be fixed. Government responses discussed are mainly those in the Anglophone areas of Australia, North America, and the United Kingdom. These involve tighter regulation while at the same time opening up a deregulated teacher education environment as well as an increasing focus on measuring the contribution that teacher preparation makes to student learning. The article suggest ways of professionalizing teacher education accountability which go beyond the "partnerships," "classroom-ready," and "value-added" mantras of current debates and policies and considers (1) teacher education in a new hybrid space, (2) authentic graduate assessments, and (3) rigorous research evidence as the cornerstones of a refreshed and more professionalised approach to teacher education accountability.

This paper aims to contribute to the valuable conversation about the role of deliberative democracy in teacher education. I consider both using pedagogy that engages deliberative democracy in process, thereby enhancing teaching, and advancing deliberative democracy as a worthy goal in teacher education. I begin by looking at recent changes in society that have reshaped student goals, educational accountability, and the priority of democracy within higher education. I highlight these changes to issue a call for a thoroughgoing commitment to deliberative democracy both in theory and in practice, as a means and an end. I expand on the definition of deliberative democracy and the skills necessary to fulfilling it as they relate to the goals of teacher education. I close by turning to exemplary programs in teacher education and showcasing some smaller steps toward incorporating democratic practices and assignments.

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.).

Teacher education program should be structured and modified based on the findings of the researches in the field of education. Content, pedagogy, and technology are to be integrated. Furthermore, at the time of planning for teacher education program, policies, legislations, needs of the society and students, futuristic perspective, employability, technological advancement, and infrastructural issues should be given due attention.

Teacher education program should be structured and modified based on the findings of the researches in the field of education. Content, pedagogy, and technology are to be integrated. Furthermore, at the time of planning for teacher education program, policies, legislations, needs of the society and students, futuristic perspective, employability, technological advancement, and infrastructural issues should be given due attention.

This chapter discusses a diverse suite of courses designed to enhance experiential learning, internationalization and global education, and community service-learning. This reinforces our commitment to preparing holistic teachers who understand the multiple roles of teachers and the social, political and moral imperatives of teaching.