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In: Europäische Lehrerbildung. Annäherung an ein neues Leitbild. Berichte aus West- und Südosteuropa., S. 46-71
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.).
In: The critical social thought series
"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" --
In: Ethics and Integrity in Educational Contexts
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
In: Verhandelingen, 32
The educational problems of the developing countries are closely connected with the limited nature of sources and means; yet in this study an attempt has been made to devote special attention to qualitative aspects and less to quantitative ones. From November 1981 up to April 1982 a four months' visit was paid to Egypt in order to obtain as differentiated and reliable a picture as possible of the present state of primary teacher education in Egypt. The aim of this "Verhandeling" is to give a description of the present state of and developments within the preparation of primary cycle school teachers in Egypt, as was found during this research. (DÜI-Sdt)
World Affairs Online
In: Reviews of National Policies for Education; Reviews of National Policies for Education: Santa Catarina State, Brazil 2010, S. 223-249
In: Reviews of National Policies for Education; Reviews of National Policies for Education: Kyrgyz Republic 2010, S. 291-310
In: Pedagogy, Education and Praxis Ser. v.6
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.
In: Innovative Ansätze der Lehrerbildung im Ausland., S. 211-217
In: Encyclopedia of Language and Education, S. 219-227
In: International Perspectives on Education and Society; Global Trends in Educational Policy, S. 259-287