Search results for: Teacher education programs
Page 37/37 365 items
Rethinking Initial Teacher Education for Further Education Teachers: From a standards-led to a knowledge-based approach
The article criticizes the teacher education program, and the 'standards-led model' in the United Kingdom, since it does not take into account learning in the workplace, the professional dimension of professional practice, and the importance of knowledge. The paper stresses the importance of work-based learning and describes it as a learning zone where different types of knowledge and pedagogy are learned and transformed.
Updated: Feb. 26, 2008
The article calls for 'caring' teacher education programs in order to foster the development of care in preservice early education teachers. The ability to care for oneself, others, animals, plants and human made objects is thought to be the antidote for violence in many forms. The authors emphasize the importance for teachers facilitating this development in children.
Updated: Jan. 27, 2008
The article discusses changes to teacher education programs due to the growth of alternative route programs, the development of corporate professional development programs and the entrance of for-profit institutions to the market for higher education. Although challenges to social justice have been discussed, their relationships to the other alterations have not yet been explored.
Updated: Jan. 02, 2008
The article examines teacher education programs in England, utilizing mathematics in post compulsory education schools. The author investigates the application of Bernstein's theories to teacher education, catering to diversity of the prospective teachers, incorporation of recontextualization into the course, strategies of learning teacher education coursework, and perception of prospective teachers regarding their weaknesses.
Updated: Dec. 30, 2007
Autonomy or control: discussion of a central dilemma in developing a realistic teacher education in Norway
The article describes the introduction of a collaborative partnership model in initial teacher education at the Norwegian University of Science and Technology. The model has led the way for professional training closely related to the field of practice and meets the need for 'hands-on' oriented teacher education program. The author suggests that educational theory should precede autonomy in the teaching profession, and that only after acquiring educational theory should students be exposed to other teacher education fundamental issues such as control, an important element of the school system.
Updated: Dec. 18, 2007