Search results for: Educational history

In this article, the author discusses how to enhance Japanese teacher education. After sketching teacher education from the mid-1940s to the 1960s, he sums up the main topics people discussed through each decade of the 1970s, 1980s, 1990s. The author concludes by proposing an ideal network for promoting teaching expertise. He proposed establishing education networks in which universities, junior colleges, schools, education authorities, youth and children, teachers, parents and communities could join together with equal partnership to discuss almost all of local education plans. The author hopes that in such ways, all teachers could be educated, trained and recruited as independent intellectuals who could serve education within the national–international–global contexts of higher education-based teacher education.

This historical study looks back at the early years of the social foundations of education program that originated at Teachers College, Columbia University, in the 1930s–1940s, and focuses on the sociopolitical, intellectual, and educational currents that helped bring it about. The study suggests that many of the same rationales that undergirded social studies were applied to social foundations, with the belief that future citizens should be endowed with the capacity to solve contemporary social problems based on the wisdom of the ages, the realities of present-day circumstances, and the tools of critical analysis. In the end, social foundations was essentially a program of social studies for educators: the education school phase of social education writ large.

In this article, the author uses a general philosophy of science perspective in looking at the problem of justifying action research. First he tries to clarify the concept of justification, by contrasting it with the concept of validity, which seems to be used almost as a synonym in some parts of the literature. He discusses the need for taking a stand in relation to the questions of validity and justification also in action research.

The current paper provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. This article investigates how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.