This pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike.
The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories.
This is an essential training tool for beginning teachers. It helps them to build skills and focus on developing their professional practice through understanding, reflection and experimentation.
This is an essential training tool for beginning teachers. It helps them to build skills and focus on developing their professional practice through understanding, reflection and experimentation.
First published in 1985. The responses to special educational needs in the 1980s prompted radical changes in the initial and in-service education of teachers. This title is the result of a major conference which was called to anticipate the combined effects on training and special educational needs work and to project a spectrum of positive responses. The authors are drawn from all branches of education in order to provide a critical review of developments since 1983 in teacher-education and to discuss the current recommendations on training to meet special educational needs both in Great Britain and the rest of Europe.
First published in 1985. The responses to special educational needs in the 1980s prompted radical changes in the initial and in-service education of teachers.
Reimagining new approaches in teacher professional development is the focus of this book. It looks at different perspectives of teacher professional development. Most chapters directly or indirectly present and discuss new approaches in teacher professional development in general. The purpose of the book is to inform readers that there are new ways of developing teachers professionally, and to equip readers with the skills needed to teach or behave in a professional manner. The book aims at providing new knowledge about professional development to academics, universities, education authorities, teachers, parents, and governing body members. The authors have diverse perspectives about the issues or aspects pertaining to teacher professional development.
Just like the practitioners in many other recognised professions, teachers also need to increase their knowledge and capacitate their skills over the course of their professions (Report on Teacher Professional Development 2006).
This book supports all those involved in initial teacher education (ITE) and with an interest in partnership working. Such partnerships are at the heart of ITE practices, both in the UK and internationally, but more recently models of partnership have become ever more complex as a result of government reforms, the rapid diversification of routes into teaching and significant increase in the number of SCITTs. The nature of partnerships in ITE remains contested with partnership working often reduced to a series of prescriptions for effective practice, ignoring both its pedagogic potential and inherent tensions. This book surveys and critiques partnership developments in recent years and then analyses a single case study of a school that exemplifies the current complexity of ITE partnerships using both policy and practice perspectives. It concludes with a series of principles that might underpin effective partnership working.
Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Every teacher experiences an induction process that can make their early years as an educator nerve-racking. Focusing on this period of time in a teacher’s career can lead to greater teacher retention and success. Examining the Teacher Induction Process in Contemporary Education Systems addresses the construct of teacher induction through theoretical and empirical research. It also provides an in-depth conceptualization of being a novice teacher through micro-political realities of teaching in different geographical and cultural regions. While highlighting topics including adaptation challenges, mentor-mentee interaction, and teacher retention, this book is ideally designed for school administrators, early career teachers, educational researchers, educational professionals, and academicians seeking current research on early career educator adaptation and practices.
While highlighting topics including adaptation challenges, mentor-mentee interaction, and teacher retention, this book is ideally designed for school administrators, early career teachers, educational researchers, educational professionals, ...
Challenges, Issues, Solutions for Teaching in the 21st Century
Internationalisation of teacher training is a major challenge in the 21st century. For universities, university colleges and schools, internationalisation is now more important than ever. This publication considers a variety of perspectives related to internationalisation and explores aspects such as diversity, globalisation, interculturality, multilingualism, political education, and in particular, sustainable development. This publication presents 22 diverse contributions. Nevertheless, the contributions share a common base: They all refer to teacher education, sustainability and challenges of educational interest for the advancement of internationalisation in education.
Internationalisation of teacher training is a major challenge in the 21st century. For universities, university colleges and schools, internationalisation is now more important than ever.
Regardless of the field or discipline, technology is rapidly advancing, and individuals are faced with the challenge of adapting to these new innovations. To remain up-to-date on the current practices, teachers and administrators alike must constantly stay informed of the latest advances in their fields. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.
Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.
As with any industry, the education sector goes through frequent changes due to modern technological advancements. It is every educator’s duty to keep up with these shifting requirements and alter their teaching style to best fit the needs of their classroom. Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications explores the current state of pre-service teacher programs as well as continuing education initiatives for in-service educators. It also emphasizes the growing role of technology in teacher skill development and training as well as key pedagogical developments and methods. Highlighting a range of topics such as teacher preparation programs, teaching standards, and fieldwork and practicum experiences, this multi-volume book is designed for pre-service teachers, teacher educators, researchers, professionals, and academics in the education field.
Highlighting a range of topics such as teacher preparation programs, teaching standards, and fieldwork and practicum experiences, this multi-volume book is designed for pre-service teachers, teacher educators, researchers, professionals, ...
Tidak dapat dipungkiri, semakin dinamisnya pembentukan peraturan perundang-undangan yang seiring dengan kompleksitas persoalan yang perlu diatur dan diselesaikan melalui instrumen hukum di Indonesia dewasa ini, ikut dipengaruhi oleh adanya Undang-Undang Pembentukan Peraturan Perundang-Undangan (Undang-Undang Nomor 10 Tahun 2004 dan penggantinya Undang-Undang Nomor 12 Tahun 2011) yang merupakan acuan yuridis-sistematis bagi pembentukan peraturan perundang-undangan. Undang-Undang Pembentukan Peraturan Perundang-undangan ini bukan saja menjadi dasar kepastian hukum bagi jenis dan hierarki peraturan perundang-undangan di Indonesia, tetapi juga ditentukan cara dan metode yang pasti, baku, dan standar yang mengikat semua lembaga yang berwenang membentuk peraturan perundang-undangan.
Pada akhir bagian penutup dicantumkan Lembaran Negara Republik Indonesia, Berita Negara Republik Indonesia, ... Penulisan frasa Lembaran Negara Republik Indonesia atau Lembaran Daerah ditulis seluruhnya dengan huruf kapital. 5.
