With the current emphasis on standards in the schools, one may think that this is a new phenomenon. However, as this pamphlet clearly demonstrates, while standards in American schools have a long history dating back to Reconstruction, the recommendations for what is needed to improve teacher education are remarkably similar—brighter students, more realistic classes, rigorous general education, serious evaluation, and so on. The reports and guidelines share a zeal for the standards they are promulgating, but are thin on research to support their recommendations. The irony is that the 'profession's power is so fragmented, and its prestige so ailing,' that adequate support for teacher education and professional practice remain elusive. The report concludes that only a concerted effort by a coalition of organizations could generate the support needed to achieve a major breakthrough in the quality of schooling and teacher education.
The Theories of Jerome Bruner and the Practice of Training Teachers
Policymakers, educators, and the public continuously cry for the wholesale reform of teacher education. This book responds by issuing a call for reform from within each individual methods classroom. Teacher educators are challenged to use the learning theories of Jerome Bruner as a catalyst for constructing their own narrative concerning teacher education. This book provides practical applications of theory in order to improve pedagogical techniques. It challenges teacher educators and their students to become individuals who won't be afraid to take risks, make generalizations, search their value systems, hone their communication and management skills, and be models of competence in thinking and learning.
Policymakers, educators, and the public continuously cry for the wholesale reform of teacher education. This book responds by issuing a call for reform from within each individual methods classroom.
This monograph synthesizes and summarizes current ideas and actions concerning teacher-community linkages. Its main emphasis is on developing countries, where primary and lower secondary schools are major policy tools in the drive for national and economic development and where most people live and will continue to live in rural areas. Based on an analysis of teachers' roles in the community, case studies of teacher education and training for community roles are described. The monograph also proposes that further investigation be undertaken to learn how teachers might be best trained for these roles. Chapter 1 discusses schools and community development; chapter 2's topic is community schools. In chapter 3, teachers are discussed, and teachers' tasks are the topic of chapter 4. Chapter 5 details case studies in teacher education and training in Tanzania, Thailand, Australia, Papua New Guinea, Sri Lanka, Sierra Leone, Canada, and Rwanda. The topic of chapter 6 is "Implications for Policy, Practice, and Research." A survey of the relationships between teachers and village communities in Sri Lanka is appended. (JM)
Short and easy-to-follow, yet research-based, guide for every elementary/secondary educator who has students with behavior problems in his or her classroom.
Short and easy-to-follow, yet research-based, guide for every elementary/secondary educator who has students with behavior problems in his or her classroom.
A guide to transforming traditional student teaching practices in primary school from "just another burden imposed on the teacher" to an active program of mentoring. Edwards (primary education, U. of Leeds) proposes that students learn best when supported by active mentors, outlining how learning teachers can serve as mentors and the development programs which can be institutionally implemented to support such a strategy. The author supplies case studies linking assessment, pedagogy, and research to practical mentoring activities. Annotation copyright by Book News, Inc., Portland, OR
Edwards (primary education, U. of Leeds) proposes that students learn best when supported by active mentors, outlining how learning teachers can serve as mentors and the development programs which can be institutionally implemented to ...
This book examines successes and challenges related to educating and supporting secondary and post-secondary chemistry teachers in their teaching practice.
What should be the placement and distribution of general education , professional education , and specialized education ? In regard to placement , general education should have the major proportion of time in the early years ...
A PERFORMANCE BASED APPROACH TO CONTINUING PROFESSIONAL DEVELOPMENT Robert A. Fellenz A leading Texas businessman recently mentioned that one of his companies was now spending 22.5 percent of its income on the continuing education of ...
