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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 ...

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?'

As we enter the twenty-first century, the outcomes, consequences, and results of teacher education have become critical topics in nearly all of the state and national policy debates about teacher preparation and licensure as well as in the development of many of the privately and publicly funded research agendas related to teacher and student learning. In this article, I argue that teacher education reform over the last fifty years has been driven by a series of questions about policy and practice. The question that is currently driving reform and policy in teacher education is what I refer to as "the outcomes question." This question asks how we should conceptualize and define the outcomes of teacher education for teacher learning, professional practice, and student learning, as well as how, by whom, and for what purposes these outcomes should be documented, demonstrated, and/or measured. In this article, I suggest that the outcomes question in teacher education is being conceptualized and constructed in quite different ways depending on the policy, research, and practice contexts in which the question is posed as well as on the political and professional motives of the posers. The article begins with an overview of the policy context, including those reforms and initiatives that have most influenced how outcomes are currently being constructed, debated, and enacted in teacher education. Then I identify and analyze three major "takes" on the outcomes question in teacher education—outcomes as the long-term or general impacts of teacher education, outcomes as teacher candidates' scores on high stakes teacher tests, and outcomes as the professional performances of teacher candidates, particularly their demonstrated ability to influence student learning. For each of these approaches to outcomes, I examine underlying assumptions about teaching and schooling, the evidence and criteria used for evaluation, units of analysis, and consequences for the profession. I point out that how we construct outcomes in teacher education (including how we make the case that some outcomes matter more than others) legitimizes but also undermines particular points of view about the purposes of schooling, the nature of teaching and learning, and the role of teacher education in educational reform. In the second half of the article, I offer critique across the three constructions of outcomes, exploring the possibilities as well as the pitfalls involved in the outcomes debate. In this section, I focus on the tensions between professional consensus and critique, problems with the inputs-outputs metaphor, the need to get social justice onto the outcomes agenda, problems with the characterization of teachers as either saviors or culprits, and the connection of outcomes to educational reform strategies that are either democratic or market-driven.

This paper summarizes the findings of a research project conducted on the development of autonomy in foreign language teaching programs in two Olombian universities. ; This paper summarizes the findings of a research project conducted on the development of autonomy in foreign language teaching programs in two Colombian universities. This project can be seen as an outcome of an overall project (COFE Project), supported by the British and Colombian governments in which twenty-six other universities participated. The aim of the COFE project was to improve the quality of pre-service English language teaching programs (Licenciaturas) by qualifying teacher educators and promoting learner autonomy through the donation of resources centers.

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.

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.

A critical problem facing educationiuls is the problematic quality of many teacher training courses. Vie major source o f the problem seems to be the irrational ideological foundations on which these courses are often based. The research theme revolves around a particular type of problematic ideology, viz. lecturing course teams in teacher training whose members refuse to adopt an integrated, muiually-compatible approach when teaching students how to teach. Such course teams in.s'ist on transferring contradictory, subjective views o f teaching to student teachers. It is estimated that a high percentage of students annually qualifying as teachers in South Africa are, from a professional point of view, incompetent to teach. The argument is outlined in three parts: statement of problem, theoretical argimients being forwarded to justify problematic ideologies, and possible solutions. Bearing in mind the far-reaching implications f the situation, the solution could be to appoint a prescriptive controlling body/inspect orate whose members' main task would be to raise teacher training standards in South Africa. Experience in more developed countries suggests that such a controlling body would only function effectively if composed of representatives from other social sciences, schools, future employers (of pupils), educationists, and the government.

In 1971, the State of Alabama Legislature passed Act 106, "Mandatory Education for the Exceptional Child," which mandated that all exceptional children were to receive appropriate special education services no later than 1975-76. Five hundred new teacher units were authorized for each of the interim fiscal years, and new graduate and preservice teacher programs were initiated. Unfortunately, too many teachers remained untrained and uncertified, and in-service training received a low priority compared to preservice. A Reality Oriented Teacher Education Program (ROTE), requiring both faculty and students to work in the field, was instituted. This program placed advanced undergraduate special education majors (prior to student teaching) in classrooms where they had full responsibility for instruction on a one-day or half-day basis. Their presence released the regularly employed teacher to attend, for credit and with no cost to the school system, field-based course instruction from college and university instructors. Thus, faculty members not only taught in the field but also interacted with school personnel in actual school settings. Courses were based strictly on teacher needs. Student interns coordinated their teaching activities with the regular teacher to ensure maximum continuity and interrelation of instruction for the children.

In 1971, the State of Alabama Legislature passed Act 106, "Mandatory Education for the Exceptional Child," which mandated that all exceptional children were to receive appropriate special education services no later than 1975-76. Five hundred new teacher units were authorized for each of the interim fiscal years, and new graduate and preservice teacher programs were initiated. Unfortunately, too many teachers remained untrained and uncertified, and in-service training received a low priority compared to preservice. A Reality Oriented Teacher Education Program (ROTE), requiring both faculty and students to work in the field, was instituted. This program placed advanced undergraduate special education majors (prior to student teaching) in classrooms where they had full responsibility for instruction on a one-day or half-day basis. Their presence released the regularly employed teacher to attend, for credit and with no cost to the school system, field-based course instruction from college and university instructors. Thus, faculty members not only taught in the field but also interacted with school personnel in actual school settings. Courses were based strictly on teacher needs. Student interns coordinated their teaching activities with the regular teacher to ensure maximum continuity and interrelation of instruction for the children.

In 1971, the State of Alabama Legislature passed Act 106, "Mandatory Education for the Exceptional Child," which mandated that all exceptional children were to receive appropriate special education services no later than 1975-76. Five hundred new teacher units were authorized for each of the interim fiscal years, and new graduate and preservice teacher programs were initiated. Unfortunately, too many teachers remained untrained and uncertified, and in-service training received a low priority compared to preservice. A Reality Oriented Teacher Education Program (ROTE), requiring both faculty and students to work in the field, was instituted. This program placed advanced undergraduate special education majors (prior to student teaching) in classrooms where they had full responsibility for instruction on a one-day or half-day basis. Their presence released the regularly employed teacher to attend, for credit and with no cost to the school system, field-based course instruction from college and university instructors. Thus, faculty members not only taught in the field but also interacted with school personnel in actual school settings. Courses were based strictly on teacher needs. Student interns coordinated their teaching activities with the regular teacher to ensure maximum continuity and interrelation of instruction for the children.