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Understanding Teacher Education

Case Studies in the Professional Development of Beginning Teachers

This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the factors that facilitate or impede the students' learning as teachers. In drawing upon these case studies together with existing theoretical models of professional development, the authors distinguish several key characteristics of learning to teach and discuss the implications of these for the design of effective school- based teacher education courses.

This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the ...

Beberapa catatan kecil menyongsong dan melewati 2004

fokus dan solusi menuju terwujudnya good governance : bunga rampai administrasi negara

Volume commemorating the 46th anniversary of Lembaga Administrasi Negara, National Institute of Public Administration.

Semakin cepat proses pembelajaran berlangsung , semakin cepat realisasi e - government terwujud . ... Jika dahulu prinsip kepemimpinan didasarkan pada “ the boss idea ” , maka melalui e - government didasarkan pada “ the best idea ” .

Teacher Certification Requirements in All Fifty States, 2003-2004

How and where to Get a Teaching Certificate in All Fifty States

STANDARD CERTIFICATE : SCHOOL PSYCHOLOGIST ( Valid 5 years , Renewable for 5 year ) Master's degree of not less than 60 semester hours with professional education . Renewable within 5 years with two years experience as a school ...

Alternative Teacher Certification

A State-by-state Analysis 2003

a . experience is related to specific areas in general education , professional education , or specialty area competency . These are listed in Ed 609 , 610 , 611 and 612 . b . documentation must be provided for any life experience .

Bridging Cultures

Teacher Education Module

Bridging Cultures: Teacher Education Module is a professional development resource for teacher educators and staff developers to help preservice and in-service teachers become knowledgeable about cultural differences and understand ways of bridging the expectations of school settings with those of the home. In a nonthreatening, cognitively meaningful way, the Module is based on teacher-constructed and tested strategies to improve home-school communication and parent involvement. These innovations were developed as part of the Bridging Cultures Project, which explores the cultural value differences between the individualistic orientation of mainstream U.S. schools and the collectivistic orientation of many immigrant families. The goal of the Bridging Cultures Project is to support and help teachers in their work with students and families from immigrant cultures. The centerpiece of the Module is training resources, including an outline, an agenda, and a well-tested three-hour script designed as a lecture-discussion with structured opportunities for guided dialogue and small-group discussion. Throughout the script, "Facilitators Notes" annotate presentation suggestions and oversized margins encourage integration of the facilitator's personal experiences in presenting and adapting the Module. Ideas for using the Readings for Bridging Cultures are provided. A section of overhead transparencies and handout masters is included. The Module also provides a discussion of the role of culture in education and the constructs of individualism and collectivism, an overview of the effects of the Bridging Cultures Project, and evaluation results of the author's use of the Module in two sections of a preservice teacher education course. Bridging Cultures: Teacher Education Module brings the successful processes and practices of the Bridging Cultures Project to a larger audience in college courses and in professional development arenas. Designed for use in one or two class sessions, the Module can be incorporated in courses on educational psychology, child development, counseling psychology, and any others that deal with culture in education.

Bridging Cultures: Teacher Education Module is a professional development resource for teacher educators and staff developers to help preservice and in-service teachers become knowledgeable about cultural differences and understand ways of ...

Deliberative Professional Development Communities as Sites for Teacher Learning

Deliberative Professional Development Communities While deliberation has only occasionally been connected to teacher ... Professional development is used synonymously with terms like inservice , teacher training , workshop , and ...

Changing Patterns of Teacher Education in South Africa

Policy, Practice and Prospects

This book explores policy and practice in Teacher Education in South Africa and their implications for the future. It arises from the work of the Multi Site Teacher Education Research Programme (MUSTER) co-ordinated by the University of Sussex in five countries, of which South Africa is one. Teacher education in South Africa is in transition. The first wave of educational reform rightly focused on the need to develop a post-apartheid school curriculum and the new structures that were needed to support different approaches to learning. Teacher education was made a Provincial competence and left largely untouched until new norms and standards and a regulatory framework began to be developed.

playing key roles in the development of their national education systems . There was little evidence that most teacher education staff was engaged directly in curriculum development , either at school level or in teacher education .

The Role of the Community College in Teacher Education

New Directions for Community Colleges, Number 121

A community college role in teacher education is not new. But there is a new--or, more accurately, renewed--interest in this role. A national conversation about how community colleges can help us alleviate the teacher shortage has truly begun, with many believe that an expanded community college role is critical to meet the nation's need for well prepared teachers. This volume illustrates the extent to which community colleges have become major players in teacher education, not only in the traditional way of providing the first two years of an undergraduate degree in teacher education but in such more controversial ways as offering associate and baccalaureate degrees in teacher education and providing alternative certification programs. This is the 121st issue of the Jossey-Bass higher education series New Directions for Community Colleges.

Well - designed alternative certi- fication programs are definitely preferable to emergency credentialing accompanied by little or no training . Professional Development and In - Service Teacher Education Programs Data show that schools ...

Socialism and Governance

A Comparison Between Maoist and Dengist Governance

Probing the relationship between socialism and governance, the author offers a new perspective for understanding Chinese politics since 1949. China's politics can be roughly divided into two periods - the Maoist period (1949-1978) and the Dengist Period (since 1978) - characterized as Revolutionary China and Reformatory China. These two periods are better understood when they are compared with each other. For, to study an epoch, we need a logic that transcends that epoch. A comparative approach is very helpful in uncovering the deeper meaning of Chinese revolution and Chinese reforms. Using the key concept 'two worlds of life' (Experiencing World and Meaning World), the author argues that there is a sharp discrepancy between the two worlds of life in all the self-claimed 'socialist' countries. Although the Meaning World is 'socialist', the Experiencing World cannot be adequately understood as being socialist. 'Socialism' has become an ideational veil which masks the true nature of the Experiencing World. After the 'socialist' revolution, the chain of the concept of 'socialism' awaits the proletariat. Only through Entborgenheit can we understand the true nature of the Experiencing World of all 'socialist' states. It is argued that the concept 'real socialism' is still misleading, for such a 'socialism' is still unreal; that the concept 'state socialism' is no more than a confusing concept and needs also to be rejected, for there is not such a thing as state socialism in our experiencing world. We had neither 'real socialism' nor 'state socialism', we had only statism in our experiencing world. The Maoist Chiina was a schizophrenic case of 'socialism', due to the inherent conflict between statism in the Experiencing World and 'socialism' in the Meaning World. All the Communist states created a Janus-faced creature, with one face being statism and the other face being 'socialism'. This is caused by the pathology of treating statization of means of production as socialization of means of production. Dengist China initiated a de-statization process, but this process is not socialization either.

This is caused by the pathology of treating statization of means of production as socialization of means of production. Dengist China initiated a de-statization process, but this process is not socialization either.