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The University of South Carolina used an educational television format for an introductory braille course to reach a population of teachers scattered throughout the state. Results indicate that this format is a viable alternative to on-campus sessions. Three major components of the course were fifteen weekly television class sessions, five Saturday class sessions, and mastery testing on six unit tests. This article reports on the television course, how it was structured, the reactions of students and professor, and its feasibility for use in the future.

In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedishdomestic 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.

Year by year it's more clearly to see the trend of increasing demands for the education and teachers. Skills, competencies of teaching staff are something that can be a guarantee of the level of education in our universities. The appearance of Professional teacher standard facilitated the process of conformity or non–conformity teacher's identification to certain requirements. Now it's seen a clash between criteria to teaching staff and real life in the field of education. The undoubted teacher must comply with the new requirements, standards, be modern, know all new trends, monitor world's changes and change himself, improve his skills both personal and professional. This article provides an overview of the main trends of higher education development which can help with increasing of education level, quality of young specialist's knowledge. And all of this influence on the development of national industry and the whole country. Continuity of education is very important because it helps with using theoretical knowledge in practice and with an accumulation of knowledge skills during world's progress. Besides, it must be said about the humanization of education. Personal qualities are always very important along with the desire of the individual to self–improvement. So the teacher, who is ready for the self–studying, is the integrated personality desiring to reach heights in the profession. The importance of democratization of education as a relationship–building tool between students and teachers is humanity and possibility in student interest to get necessary knowledge. Also, it should be noticed about necessity in education competitiveness. And the way to get is using of integration and intensification of education. Demands on employees are growing from year to year, it's important for employers the young specialists have versatile skills. So integration and intensification of education can contribute the establishment of comprehensive development of graduates.

This article focuses on issues related to ethics and training, part of a research project on ethical and deontological thinking in which, during its early stages, thirty six teachers from a variety of teaching levels were interviewed. We have identified some aspects related to the ethical training of teachers which are connected to other dimensions under study, namely the regulation and creation of a deontological code and the ethical, personal and professional conceptions of teachers. In addition to an interpretative analysis of data and a brief review of current legislation and studies, we have reflected on the perspectives and strategies to be considered in the ethical training of teachers. ; info:eu-repo/semantics/publishedVersion

In this article, we studied how well teacher education in Finland is able to answer the changing needs of the contemporary world. More precisely, we focussed on the question of how well an alternative teacher education model guides teacher students' agency towards a transformational view of the teaching profession, making it possible for schools to enable social change. This question was studied in the framework of critical social pedagogy. The data for this article was collected ethnographically by observing meetings in the Critical Integrative Teacher Education (CITE) programme at the University of Jyväskylä in 2015–2017.
The analysis is based on a theoretical background in which we outline two different discourses on the concept of teachers' agency. The first promotes schools' role in conservation; teachers are expected to educate obedient and uncritical citizens to maintain steady economic growth. The second discourse is defined as critical and emancipatory, where the education pursues transformation in students' underlying attitudes and a deeper understanding of education and society.
The results showed that the CITE model fosters teacher students' critical self-reflection and understanding of group phenomena considering education. The students' ability to understand schools in a social context also develops. However, CITE seems to struggle in transforming the students' thinking and understanding into actions. According to the data, feelings of inability, cynicism and a lacklustre ability to understand concretely how teachers can have an impact on society through their profession prevent a more complete transformation in the students' everyday modes of action. A stronger community perspective, collaboration with institutions outside teacher education, the enabling of group-oriented action and the provision of real-life experiences regarding the transformation could better help to develop future teachers' agency towards transformational views.