Suchergebnisse

The integration of antisemitism as a topic for teacher education is urgent, especially in the social sciences Education regarding contemporary antisemitism must be combined with an analysis of racism and historical-political perspectives on the Shoah to succeed in post-migrant society Slight changes of the curricula are a reliable base for further development A nexus between schools, universities and actors of civil society is needed in order to target antisemitism International summer schools, German-Israeli study groups or collaborative workshops are exemplary pilot projects in order to establish competence regarding education critical of antisemitism Purpose: Following the current rise of antisemitism globally and in Germany, this paper examines the current situation regarding Antisemitism in teacher education. The paper aims to make a contribution for the demand of an implementation of education critical of Antisemitism in teacher education. Approach: Combining experience from university teacher training and the field of extracurricular political education we appoint perspectives for a sustainable implementation of education critical of antisemitism in teacher training via best practice examples. We evaluate the potentials of field trips, international study groups and networks between university and agents located in civil society. Findings: The revised curricula for Social Sciences in the state of North-Rhine-Westphalia (and formerly Berlin) name current antisemitism for the first time, indicating an urgent need for professionalization in Social Science teacher education where the facets of antisemitism only play a minor role. Hence, expertise and existing resource must be stabilized, a structural implementation and funding is needed in order to target the challenging topic of antisemitism. Research limitations/implications: This paper functions as a preliminary research in order to examine the given shape of Social Science teacher education and Antisemitism in Germany. A comprehensive, structured analyses ...

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

The value education is becoming increasingly prominent in educational discussion at all levels for devoting more time and effort to achieve greater understanding and awareness of human values. In our pluralistic society education has to foster universal values as well as orient people towards unity and integration. The NPE 1986 envisages the need to make education a powerful tool for the cultivation of social and moral values. The 81st Report on value based education(1999) submitted to the Indian Parliament has emphasized on the inculcation of core universal values viz. Truth, non-violence, righteous conduct, love and peace, The Preamble of the Indian Constitution, ands a no. of Education commissions and Committees in India since Independence have emphasized on the need for formulation of programmes on value based education through educational institutions.

The occasion of this report on Teacher Education is timely. The teaching profession is now confronted with major challenges. Schooling has changed very radically in the recent past. Other review exercises of the education system have taken place and it is a time when a new legislative framework, better accommodated to the diversity of the range of duties and responsibilities of the teacher and school, is emerging. It is anticipated that the Report will stimulate debate, secure a new platform for development and provide for a framework for teacher education models which is better disposed towards the well being of the profession and the service to society it wishes to provide.

The article analyses disappointing data concerning the status of the teaching profession and teachers' self-perceptions revealed in recent TALIS, EURYDICE and EUROSTAT reports. Reasons for teachers' difficulties are then analysed vis-à-vis criteria for the evaluation of quality in education. Emphasis is given to decision-making processes and the type of dilemmas encountered by teacher trainers working in the academic context and foreign language teachers employed in school systems of EU member states. Implications for educational policies of the future are sought and an attempt is made to examine the role of enabling institutions such as the Council of Europe and the European Centre for Modern Languages in Graz.

This is a descriptive study. Objectives of the research included: examination of modern tendencies in Teacher Education and find out the breaks and give ideas for improvement of Teacher Education Programs of the region. The population of the research was all teacher education organizations of the province. The sample comprised 55 Course instructors of these institutions. The device of the research analysis was a questionnaire. The data was analyzed and the result was shown in percentage in tables. The literature review explored diverse directions of the concern and reflected the requirements of Teacher Education and Transformations, teachers Quality, Teachers Competencies and Policy. The traditional trend is in practice and the pursuit of quality scares teaching. It is recommended in the research report that technology integration in Teacher Education. The research suggests that the government should take timely notice of the need and importance of the use of modern technologies.

The global need for teacher education is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of teachers significantly – some by tens of thousands – if the goal of universal primary education as articulated in the Dakar Framework for Action in 2000 is to be met by 2015. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. Today, however, both research and practice are showing the tremendous opportunities in large-scale education provision offered by open and distance learning (ODL). Capitalising on the strengths afforded by innovative information and communication technologies and media, ODL broadens and streamlines access to teacher education in a way that traditional delivery modes cannot. At the same time, adopting ODL requires new thinking about learning and teaching strategies, applications, costs and other practicalities. The contributors to the 13 chapters in this book are nationally and internationally renowned scholars in teacher education, ODL or both. // Series formerly called "Perspectives on Teacher Education." Renamed to "Perspectives on Open and Distance Learning."

England presents an interesting and complex situation with regards to teacher education and democratic citizenship in relation to other European contexts. These challenges can be encapsulated in the debate over national identity in the midst of Brexit. This chapter will explore how and if fundamental British values accord with the Council of Europe's conceptual model of 20 competences for citizenship and democracy. Discussion of how and whether teacher education in England is able to encourage trainers and trainees to explore identity within the context of Brexit will also be explored. Teacher education in England has become increasingly fragmented and complex in recent years. The government's drive towards more school-centred teacher education and the removal of state schools from local authority control has left a situation where trainees can opt for a range of 'pathways' into school and college teaching. The debate here is whether investigation of citizenship, democracy and identity is in danger of being further marginalised by the pressure to get trainees 'classroom ready'. This chapter will adopt a philosophical approach to the literature, focussing on some key texts in the field to draw out implications for the main concepts and how they are interpreted.

Even as a series of concepts of knowledge – knowledge production, knowledge as a commodity, useful knowledge, and knowledge economy – have been taken up by the political discourse, knowledge has come to be regarded a commodity, a product which can be tested and measured, and used as a means to enhance a nation's competitiveness. This view of knowledge continues to exert an increasing influence on higher education, higher music education, and the education of music teachers around the globe. Despite this marketisation of higher education, the fact that academics have raised their voices against it, and the knowledge that people acquire via or in music being regarded as insignificant in terms of the national economy, the philosophy of knowledge has attracted only little attention within the philosophy of music education. This is particularly true of the question of what should be regarded as the central forms of knowledge in music teacher education. Among the themes in need of closer discussion are the relationship between knowledge priorities within music education and concepts of information and knowledge; the Aristotelian concepts of episteme, techne, and phronesis; and tacit knowledge. In turn, these knowledge forms and their role in music teacher education need to be considered relative to the knowledge values of a test and measurability based knowledge regime. What kind of framework for the knowledge priorities of music teacher education is entailed by such a regime? ; Professional Knowledge in Music Teacher Education

High quality teachers make a difference. Marzano notes, "the single most influential component of an effective school is the individual teachers within that school" (2007, p. 1). There are a multitude of considerations that impact the effectiveness of an individual teacher, but arguably the quality of a teacher's educational training program is of paramount importance. The initial theory and practical training that pre-service teachers receive not only prepare educators to enter the classroom but can have a profound impact on their later growth and development as a professional. However, despite the impact that pre-service teacher training may have on developing effective teachers, what constitutes a quality teacher education program is not commonly agreed upon. As Linda Darling-Hammond (2000) comments, "Education schools have been variously criticized as ineffective in preparing teachers for their work, unresponsive to new demands, remote from practice, and barriers to the recruitment of bright college students into teaching" (p. 166). Educational programs can be considered fragmented, with various aspects of the content, pedagogical coursework and field experienced viewed as disconnected, with a divide existing between university and school based training (DarlingHammond, 2000). The research objectives of this paper are to examine: (1) the pre-service education model developed at one Alberta, Canada university, an undergraduate program that strives to achieve program coherence between the teaching skills required by provincial legislation, course content and field experiences; (2) the government standards for beginning teachers, (3) student personal responses of their sense of readiness compared to the government standards (comparing the education program to government requirements), and (4) potential use of a reflective tool shared in further forging program coherence. The results show a clear-headed view of the students' own "sense of preparedness." They can distinctly see where they have strengths and where they have areas that they intend to work on.

Finland is considered to be among the most democratic countries in the world according to various international surveys. However, the level of student participation in Finnish schools is below average compared to other European Union countries even though national curricula for comprehensive education have been emphasising values of democracy since the1970s. In this chapter, we analyse how Finnish teacher education contributes to the development of education for democracy. We do this by analysing how education for democracy has been developed in teacher education in Finland, and what kind of ideals form the foundation for education for democracy in Finnish teacher education. The findings are analysed in relation to the Competences for Democratic Culture produced by the Council of Europe. ; peerReviewed

This is a descriptive study. Objectives of the research included: examination of modern tendencies in Teacher Education and find out the breaks and give ideas for improvement of Teacher Education Programs of the region. The population of the research was all teacher education organizations of the province. The sample comprised 55 Course instructors of these institutions. The device of the research analysis was a questionnaire. The data was analyzed and the result was shown in percentage in tables. The literature review explored diverse directions of the concern and reflected the requirements of Teacher Education and Transformations, teachers Quality, Teachers Competencies and Policy. The traditional trend is in practice and the pursuit of quality scares teaching. It is recommended in the research report that technology integration in Teacher Education. The research suggests that the government should take timely notice of the need and importance of the use of modern technologies.

Teachers have had a long-honored standing in Chinese history. Yet the formal education of teachers is a relatively new development. This article reviews the historical development of teacher education in modern China and its current provisions. A number of issues pertaining to the preparation of teachers for both adults and children are examined. This article reveals that the teacher education system in China is inadequate and requires urgent remedial action. Among the issues discussed the most important are teachers' low political and social status and poor living conditions. Some tentative suggestions are made in the hope that these may help to effect changes in the system in China. Two sources of data are employed in conducting this research: literature and interviews. ; Les enseignants occupent une place de marque dans l'histoire chinoise. Pourtant, la formation des enseignants y est un phénomène relativement récent. Cet article porte sur le développement historique de la formation d'enseignants dans la Chine moderne, notamment sur certaines questions relatives à la préparation de personnes qui enseigneront aux adultes et aux enfants. Les résultats de la recherche indiquent que le système de formation d'enseignants en Chine est inadéquat et que des mesures correctives doivent être entreprises dans les plus brefs délais. Parmi les questions qui sont évoquées, les plus importantes sont le statut politique et social peu élevé des enseignants et leurs conditions de vie médiocres. On propose quelques démarches préliminaires visant l'amélioration du système chinois. Cette recherche s'appuie sur deux sources de données : des ouvrages spécialisés et des entrevues.

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