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.
For many novice ESL/EFL teachers the transition from their teacher education program (Cert or MA) to their first year of teaching has been characterized as a type of 'reality shock' because the ideals that novice teachers may have formed during the education program are often replaced by the harsh realities of the classroom, and social and political contexts of the school in which they are teaching. One reason for this may be that teacher education programs are unable to reproduce an environment similar to that teachers face when they graduate. Even though many schools may have induction programs available, novice teachers are often left to cope on their own in a sink-or-swim type situation, with some ultimately leaving the profession because of difficulties encountered during their first year. EVERY teacher must experience life as a novice when they begin their teaching career in a real classroom, and From Trainee to Teacher is the book that will make the transition from the training course to the classroom as smooth as possible because it focuses on the needs of the novice teachers in particular. From Trainee to Teacher outlines and describes a comprehensive framework for the professional development of novice teachers through reflective practice that is grounded in the classroom realities of real teaching contexts so that they can develop beyond their novice years and become expert ESL/EFL teachers. In addition, the suggestions presented in this book can be operationalized as standards for future ESL/EFL teacher education and development programs worldwide.
In addition, the suggestions presented in this book can be operationalized as standards for future ESL/EFL teacher education and development programs worldwide.
Eastern-States Association of Professional Schools for Teachers Ambrose Leo Suhrie, Alonzo Franklin Myers ... of : (1 the fundamental elements in an adequate state program f the professional education and re-education of teachers; ...
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 ...
INSERVICE ACTIVITY # 5 CENTRE FOR PROFESSIONAL DEVELOPMENT IN EDUCATION : A STUDY MODULE APPROACH TO PROFESSIONAL DEVELOPMENT . Northern Rivers College of Advanced Education in co - operation with the North Coast Region of the N.S.W ...
Professional development In - service teacher education usually refers to staff develop- ment , professional development , and teacher training . These are synonymous , insofar as each refers to the continuing edu- cation of practicing ...
The first of these terms , professional development or growth , is a comprehensive con- struct . Conceptually , it ties together pre- and inservice teacher training as well as individual and staff development . All teacher education ...
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 .
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 ...
