Sebanyak 212 item atau buku ditemukan

Vocational-technical Teacher Education

National Seminar Proceedings

The lack of research and evaluative tools and techniques for assessing the home economics education major at the time of ... experts " in the field concerning the total professional background and competences of the desired " product .

Proposed Standards for Teacher Education and Certification

( 2 ) Professional education . Professional education shall include a minimum of twenty - four semester hours of course work and clinical and field - based experiences designed for teaching vocational education subjects .

An Evaluation of the National Conference on Teacher Education 1986

A National Conference on Teacher Education was held in Ghana in 1986. An educationist from the University of Cape Coast here examines the extent to which its objectives have been achieved. His evaluation is primarily to ascertain the views of participants on the planning and organisation of activities, and the facilities provided at the Conference; to gauge the extent to which the objectives of the Conference have been attained; and to assess the implementation of Conference recommendations following the official Conference report. The evaluation is based on the responses of 52 of the 80 participants, those who presented papers being omitted.

teachers , school administration , curricula , certification of teachers based on desirable standards of work and conduct , and stimulating and promot ing on - going professional development of teachers .

Curriculum Evaluation in Teacher Education in S.E. Asia

ICET-FEUM Conference Proceedings, August 3-7, 1970

Dealing with the process stage of teacher education , RW observed that instead of specifying what teachers may be expected to do within the ... various academic and professional courses offered in pre - service teacher education .

Knowledge, Policy and Practice in Teacher Education

A Cross-National Study

Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have.

Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what ...

Innovative Practices in Language Teacher Education

Spanning the Spectrum from Intra- to Inter-personal Professional Development

This volume addresses innovations in language teacher education, offering a diversity of personal/psychological perspectives and topics in the theory and/or practice in language teacher education. The text deals with innovations in teaching for learning, teacher autonomy, dynamic self-reflection, peace education, professionalism, action research, socio-emotional intelligence, embodiment, professional development, NeuroELT, and more. Organized in three sections, the chapters inspire readers to reflect upon what it means to grow as a teacher as they navigate the intra- to inter-personal continuum. The editors draw the main themes together and discuss them in light of an innovations framework developed by Rogers (including relative advantage, compatibility, complexity, trialability and observability) in order to express, in concrete terms, the ways in which each idea can be considered innovative. Throughout the anthology, the reader will find specific, novel ways in which to work towards good practice in language teacher education.

This volume addresses innovations in language teacher education, offering a diversity of personal/psychological perspectives and topics in the theory and/or practice in language teacher education.

Teacher Education in the 21st Century

The book provides a valuable insight for teachers and teacher-educators to act on the demands of teaching in the 21st century and helps them develop their pedagogical practices accordingly. Teacher Education in the 21st Century presents a series of focused ideas and classroom plans along with real-life examples for enhancing the quality of teacher preparation efforts to develop young minds for the future. The editors and contributors have incorporated principles of constructive teaching, inclusive education and integration of technology throughout the book. The book explicitly contextualizes the teaching practices and pedagogies in the social, cultural and linguistic landscape of India. The learning pedagogies, resource ideas, case studies, flow charts and classroom activities in this book lay the essential groundwork for teachers and teacher-educators to apply in their daily teaching. The examples and case studies span across teaching contexts in primary, middle and high school grade levels. Key Features: • New and emerging interdisciplinary curricular areas. • Emphasis on ongoing professional development for teachers. • New-age pedagogical practices for teachers and students. • Highlights the importance of collaborative efforts between and among teachers, parents, school administrators, and ancillary school professionals.

The book provides a valuable insight for teachers and teacher-educators to act on the demands of teaching in the 21st century and helps them develop their pedagogical practices accordingly.

Language Teacher Education and Technology

Approaches and Practices

Language teachers' competencies in computer-assisted language learning (CALL) are a crucial factor affecting their own implementation of CALL. However, there is still a concern that many language teachers are not adequately prepared to make effective use of CALL or to identify and evaluate potential CALL solutions. This can be the result of many different factors and raises the question of how to train teachers to develop their CALL knowledge and skills to a greater degree. The discussion of approaches to training language teachers in the use of technology adopted in areas of Australia, the UK and the US provides valuable insights for those already involved in this area, and inspiration for those who have some interest in carrying out this kind of training, but as yet have little or no experience. This book explores the current status of CALL teacher education and discusses issues and challenges CALL teacher educators face in their own contexts. Specifically, it looks at postgraduate CALL courses offered at different universities to find ways of improving CALL teacher training. It represents the first overview of a topic that is relevant to most postgraduate courses in Applied Linguistics or TESOL across the globe. The use of technology for language learning and teaching is increasingly common but, as is so often the case, training for teachers in how to use that technology remains limited, to a large extent by lack of expertise among trainers.

This book explores the current status of CALL teacher education and discusses issues and challenges CALL teacher educators face in their own contexts.

Innovations in Teacher Education

A Review of Recent Literature

Innovations encompass all phases of teacher education, with emphases on induction activities for new teachers and inservice activities which create new roles for experienced ones; they involve collaborative, integrative, reflective, experiential, and inquiry-oriented practices; and they emphasize teachers as leaders in their own development and schools as learning places for all. Complex networking of institutional structures enriches school-based teacher development; other innovations aim to improve teacher education practices, and change working and learning conditions; some are guided by a vision of teachers as reformers. The report concentrates more on the state of innovative activity, with only general references to the prevalence and impact of these changes.

Innovations encompass all phases of teacher education, with emphases on induction activities for new teachers and inservice activities which create new roles for experienced ones; they involve collaborative, integrative, reflective, ...

Teacher Education and the Challenge of Development

A Global Analysis

In developing countries across the world, qualified teachers are a rarity, with thousands of untrained adults taking over the role and millions of children having no access to schooling at all. Teacher Education and the Challenge of Development is co-written by experts working across a wide range of developing country situations. It provides a unique overview of the crisis surrounding the provision of high-quality teachers in the developing world, and how these teachers are crucial to the alleviation of poverty. The book explores existing policy structures and identifies the global pressures on teaching, which are particularly acute in developing economies.

The book explores existing policy structures and identifies the global pressures on teaching, which are particularly acute in developing economies.