Suchergebnisse

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.

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.

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)

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 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedish domestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children's rights among professionals at all levels. This article explores the presence and status of children's rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children's rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

PUBLISHED ; As the demographic profiles of many education systems continue to change, the challenges facing the teaching workforce and how teachers are prepared to address different aspects of diversity are leading many European countries to reform teacher education policy in support of inclusive education. This move aligns with the 2018 European Union Council Recommendation on promoting common values, inclusive education, and the European dimension of teaching, which noted that: [h]igh quality inclusive education and training at all levels, is essential in ensuring social mobility and inclusion … and a deeper understanding of our common values (European Commission 2018, p1). As an implementing measure, the Commission recommended that teachers, school leaders and academic staff be enabled to: promote common values and deliver inclusive education, through: (a) measures to empower teachers, school leaders and academic staff helping them convey common values, and promote active citizenship while transmitting a sense of belonging and responding to the diverse needs of learners (17). ; eds.