Search results for: Education reform
Page 1/7 63 items
Venture Philanthropy and Teacher Education Policy in the U.S.: The Role of the New Schools Venture Fund
The present paper explores the growing role of venture philanthropy. It also investigates the ideas of educational entrepreneurship and disruptive innovation in influencing the federal and state policies and practices in teacher education in the United States. The authors reject the position that the USA government should invest in the current system of teacher education in order to increase the capacity of the existing institutions that currently prepare teachers. They also disagree with the position that the current teacher education system should be replaced by an alternative based on deregulation and privatization. They suggest the need for transformation in the present system of teacher education, which will improve the quality of teacher education programs. They suggest focusing on helping student teachers learn to enact teaching practices that will promote student learning.
Updated: Oct. 15, 2017
This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People’s Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants’ private and professional lives; and (2) the ITTP’s impact on the participants’ views on knowledge and education in relation to democracy. This follow-up study indicates that the ITTP was crucial for the participants’ professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims.
Updated: Apr. 02, 2017
This article discusses changes over the last 40 years in teacher education in the USA. These changes have resulted in two very different strategies for improving the preparation of teachers and in substantial inequities in the distribution of the teaching force.
Updated: Feb. 23, 2017
This paper investigates what can be learned by comparing and contrasting teacher education focused on core practices with other approaches that might also be called “practice-based,” including those dating back to the 19th century.
Updated: Mar. 29, 2016
Since the 1970s, the Chinese political, economic and social sectors have experienced significant transformations, which have caused educational challenges. The quality of education, of the teaching force and of teacher education has become a major concern in educational reform. This article examines the educational reforms conducted in China in the past 40 years. The Chinese Government has conducted a top-down reform of teacher education over the past several decades. This reform has established a relatively stable teacher education system, regulated teacher education programmes and curricula, and provided an opportunity for in-service teachers to be trained and to upgrade their educational credentials.
Updated: Mar. 14, 2016
New Zealand teacher education has been major changes since 1974: to policy, the locus of programmes, quality control measures, entry standards and governance. Teacher education has been part of revolutionary systemic change to the school and tertiary sectors reflecting underlying assumptions about national direction. In 1974, it was believed that successful teaching experience in schools would fully equip new staff to be teacher educators. In 2014, with the bulk of teacher education carried out in universities, teacher educators are now expected to complete doctorates and take part in the Performance-Based Research Fund (PBRF) quality evaluations. New Zealand teacher educators have found a home in the university sector, albeit one that values theoretical research more highly than investigation and improvement of practice and rates international, rather than local, publication as key.
Updated: Jan. 17, 2016
In this article, the authors analyses the history of teacher education in Australia from 1974 to the current policy moment. Teacher education is, and has been, a highly scrutinised domain in Australia. Since the 1970s, teacher educators have seen more than 100 reviews of teacher education in Australia, with another one recently announced in 2014. The author discusses three phases in the growth and development of teacher education in the past 40 years by considering the ways in which teacher education (and teaching) has been thought about at various points in time and analysing the related policies for funding governance and regulation.
Updated: Dec. 23, 2015
The education system suffers from a tendency to be pulled in two opposing directions. On the one hand, the 21st century demands constant innovation and change as a way of life. On the other, the education system tends to eschew changes that are liable to trigger crises in its smooth organization. Today's world is based on the ideology of constant change. The education system has to present the public with constant invention and change, and all educational administrators and educators are obliged to continually present their latest innovations. Conversely, public education is the most successful revolution to have occurred in the last 300 years. Like any other successful revolution, it tends to conserve the existing situation and not rock the boat. The revolution, which began in the 17th century, is still going strong. It can be described as public education gaining control of the world.
Updated: Dec. 16, 2015
The prime focus of the article is on presenting changes in teacher education from 1974 to the present day, against the backdrop of key political and social forces. It reviews the long attempt to transform teacher education in Thailand. The author concludes that at present, Teaching and Teacher Certificates, together with their respective approval processes, have been operated under the Teacher Council of Thailand (TCT)’s close supervision throughout Thailand. The author argues that to be effective as a Thai teacher, one must not only yield uncritically to TCT’s standards, but must also be able to engage wholeheartedly in the field research that relates their knowledge on pedagogic principles to the understanding of Thai education and social issues.
Updated: Nov. 17, 2015
Inclusion, Integration or Perpetual Exclusion? A Critical Examination of the Decade of Roma Inclusion, 2005‑2015
The initiative 'Decade of Roma Inclusion, 2005‑2015' was planned in order to eliminate the marginalization and discrimination of Roma in the areas of housing, health care, employment and education. Each of the 12 European countries, which took part in this initiative, developed a Decade Action Plan. However, this initiative did not succeeded. This article critically examines why the Decade of Roma Inclusion has failed.
Updated: Feb. 16, 2015