( 1 ) GENERAL EDUCATION . GENERAL EDUCATION SHALL INCLUDE A MINIMUM OF THIRTY SEMESTER HOURS OF COURSE WORK WELL DISTRIBUTED OVER THE HUMANITIES , MATHEMATICS , NATURAL SCIENCES , AND SOCIAL SCIENCES . ( 2 ) PROFESSIONAL EDUCATION .
Philippine-UNESCO National Community School Training Center, Bayambang, Pangasinan. A GRAPHICAL REPRESENTATION OF THE PERCENTAGE OF GENERAL , FOUNDATION , AND PROFESSIONAL EDUCATION IN THE REVISED CURRICULUM OF THE ALBAY NORMAL SCHOOL ...
This is all the more true of education where philosophies and technics are continuously undergoing a change . ... may be quite clear difficulties in distinguishing bet- ween the personal and professional education of serving teachers .
TABLE OF CONTENTS Page Chapter I. Language of Certification ---- 5 Certificate , semester hour , quarter or term hour , conversion of hours , approximately , general education , professional education , professionalized subject matter ...
Professional Preparation: A. Not less than forty-five quarter hours in professional education, to include not less than thirty hours in elementary education §nd a course in school health education. This work shall include training in ...
The focus of this thesis is related to developing and strengthening reflexivity among teachers and trainee-teachers in a private Catholic University in Chile.
This reference is a survey of the major issues in teacher education today in a representative group of 21 countries around the world written, with one exception, by native scholars and experts. This international handbook provides an overview of current problems and policies, approaches and trends, and future outlooks in teacher education. The appendix provides a comparative table of statistical data, and a bibliographic essay presents key research materials for further study.
A collection of studies by native scholars and experts of the major issues and problems in teacher education today in a representative group of 21 countries.
This collection brings together international teacher educators to employ a 'long view' of an historic and values-based dialectic in teacher education. The authors reflect how employing historical consciousness to look back can offer greater continuity to teachers' moral and political values within their training. The book draws on research from experienced teacher educators representing different historical, social and politics contexts in North America, Europe, Asia as well in post-conflict South Africa. Within each section, the authors reflect on the development of the moral and political values of pre-service and in-service teachers in an era of global neo-liberalism and how this is inextricably bound up with the narratives of professionals in the past within their own national context. Each chapter takes a 'long view' of the role of historical consciousness in informing the moral and political values of preservice and in-service teachers, providing examples of how international teacher educators can collectively support one another in restoring a vibrant, values-based dialectic within the processes, pedagogies and provision of university and school-based training for which they are responsible. The 'long view' approach offers a compelling argument for the need to connect pre- and in-service teachers' values and narrative to the legacy of professionals of the past. Moral and Political Values in Teacher Education over Time will be of great interest to researchers, academics and students in teacher education, comparative education and the history of education. It will also be of interest to international university and school-based teacher educators and policy-makers in the field.
This collection brings together international teacher educators to employ a 'long view' of an historic and values-based dialectic in teacher education.
This volume is part of a series which focuses on educational problems and opportunities that are solved or enhanced using computer-mediated communication. Policies, issues and teacher education are also addressed as they relate to CMC in the classroom.
Opportunities for professional growth must provide sufficient support to ensure teachers do not experience more of the frustration and stress usually associated with inservice training . TIME Time is the primary factor in determining ...
