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The purpose of this paper is to explain how initial teachers in Japan can develop instructional and thinking skills through lesson study with mentors. It will clarify the…
The purpose of this paper is to explain how initial teachers in Japan can develop instructional and thinking skills through lesson study with mentors. It will clarify the point of view in which mentors evaluate the lesson plan, research lessons and kyouzai-kenkyuu of initial teachers.
This study adopts a case analysis that shows how a mentor gives advice to an initial teacher in the post-lesson discussion. In Japanese lesson study, the time schedule of the post-lesson discussion is well structured, so the time for a mentor to state his or her comment is limited to around ten minutes. Mentors try to help initial teachers develop instructional and thinking skills.
From simple problem to high-level cases in which finding the problem of a lesson is difficult, only a highly competent mentor can find the problem and suggest improvements. Mentors need the competency to observe the lesson and the knowledge and skills to improve the lesson.
This paper focusses on how mentors can help develop the kyouzai-kenkyuu understanding of initial teachers. More studies that focus on how mentors can train initial teachers to understand how students learn during lessons are needed.
This paper discloses what Japanese teachers think of lesson plans and kyouzai-kenkyuu and how mentors help develop kyouzai-kenkyuu understanding among initial teachers.
Summarizes the aims of school health education, emphasizing the important role which teachers have in relaying health education messages. Reviews studies which have examined the provision and extent of initial and in‐service training on health education for teachers. Observes that professionals from external agencies are often better equipped to provide health education lessons than teachers, but that the way in which schools use this external expertise, with external contributors delivering talks on discrete topics to groups of up to 200 pupils, is not ideal. Concludes that initial and in‐service training on health education for teachers is inadequate and sometimes non‐existent, but that health education should form a part of all initial teacher training courses.
The inclusion of education‐business links in programmes of initial teacher training is not a new idea. However, these activities have tended to be restricted to…
The inclusion of education‐business links in programmes of initial teacher training is not a new idea. However, these activities have tended to be restricted to “enthusiasts” and show little sign of becoming embedded in mainstream practice. Offers some analysis of the constraints on these activities, including some of the complexity in establishing a clear rationale. Identifies the National Curriculum, teacher competences and the culture of inspection as conservative influences on initial teacher training. Argues that our rapidly changing culture requires fresh and imaginative approaches to initial teacher training, which extend beyond the shift in organizational responsibility which is taking place owing to government reforms. Describes a specific project in which business‐related experience is used as an integral part of a PGCE programme. The key feature of this process is an attempt to establish a framework of activities and experiences which could be used across the spectrum of initial teacher training.
Assesses the influence of the recent Government reforms in initialteacher education on the health education training of new recruits intothe profession. Describes findings…
Assesses the influence of the recent Government reforms in initial teacher education on the health education training of new recruits into the profession. Describes findings from the last major research study into health education in initial teacher training and appraises the new criteria for teacher education courses. Concludes that health education in teacher training is likely to become increasingly marginalized. Highlights contradictions in Government policy and urges professionals to attempt to influence the ways in which higher education institutions interpret the criteria on which courses will be developed and judged.
This paper seeks to locate the concept of lifelong learning within the context of initial teacher training (ITT), and explores the extent to which these are congruent or…
This paper seeks to locate the concept of lifelong learning within the context of initial teacher training (ITT), and explores the extent to which these are congruent or contradictory ideals. It considers the mechanisms within ITT that serve to convey the key messages underpinning a lifelong learning philosophy. The value placed on the notion of lifelong learning within a “subject driven” learning environment is explored, along with the declared expectations of the future teaching role. Finally, the relationship between subject‐specific learning and broader learning aims will be discussed in relation to the teacher training curriculum. Moreover, the current ideology advocated by the Teacher Training Agency will be questioned in the light of the need for change. Clearly a lifelong learning culture will need to permeate all aspects of, and become an integral element within, ITT approaches and programmes if pupils are to receive a sound educational foundation that will enable them to cope with uncertain futures.
School safety and a positive school social climate have become one of the main concerns of the education systems in England and France in recent years. Teachers complain…
School safety and a positive school social climate have become one of the main concerns of the education systems in England and France in recent years. Teachers complain about a supposedly increasing difficulty in teaching and dealing with challenging behaviour. This study sets out to carry out a comparative survey on the social climate in schools in England and France, focusing on the teachers’ perceptions of their working conditions in socially deprived urban secondary schools and more particularly on the issue of school violence since the two aspects interact. The research sets out to investigate the issue of teachers’ initial and in‐service training as well as professional socialisation and the way it affects their perceptions of school social climate and violence. It highlights key differences that in England provide teachers with a safer and more positive environment.
The idea of reflective practice, a concept that is currently in vogue in educational circles, is taken up in this chapter. Having to do with training and research…
The idea of reflective practice, a concept that is currently in vogue in educational circles, is taken up in this chapter. Having to do with training and research practices in the French community in Belgium, this chapter revolves around two major themes: an overview of training as approached in French-speaking Belgium and a summary of teaching and research issues addressed by researchers in this particular part of Europe. In the final analysis, important matters having to do with socialization and intelligibility and their relationship to reflective practice are probed. These considerations are of major significance to educators worldwide.
The purpose of this paper is to report the outcome of an education and public health collaboration investigating the impact of adapted training to enhance teachers'…
The purpose of this paper is to report the outcome of an education and public health collaboration investigating the impact of adapted training to enhance teachers' potential role to promote child health and wellbeing.
The study was conducted in three phases: a survey of the health education content in universities in initial teacher training courses; a longitudinal survey at the commencement and completion of courses to capture trainees' knowledge, skills and attitudes towards health and their role in health promotion; and mapping curriculum content against qualified teacher standards and public health competencies.
Training about health varies largely between institutions. Trainees' knowledge levels remained low after training; ranked importance of key health topics – nutrition, alcohol, smoking, – decreased significantly; a majority thought that teachers and schools play an important role in health promotion, but significant increases were also noted in the minority who thought health promotion is not part of their remit (Phase 2).
To the best of one's knowledge, similar work has not so far been reported. While teachers are in a prime position to influence child health, trainees require knowledge and skills to realise their public health potential.
This chapter presents the multimodal-pedagogical model and initial teacher training organization aimed at preparing primary school teachers at the University of Bari “Aldo…
This chapter presents the multimodal-pedagogical model and initial teacher training organization aimed at preparing primary school teachers at the University of Bari “Aldo Moro.” The work centers on how the components of curriculum are balanced and how theory meets practice in school and university classrooms. We specifically focus on the epistemic function of didactic-disciplinary laboratories as experiences promoting and advancing multimodal learning essential to teacher preparation.
Presents a critique of the assumptions underlying the Teacher Training Agency (TTA) strategy of defining quality centrally and imposing its view through a power‐coercive…
Presents a critique of the assumptions underlying the Teacher Training Agency (TTA) strategy of defining quality centrally and imposing its view through a power‐coercive change process. An alternative view of effective teacher education is developed, based on the contention that high quality courses result from the thinking and commitment of teacher education professionals, working with their colleagues in schools, in local settings. It is argued that the development of high quality initial teacher training (ITE) results essentially from the engagement of teacher educators with ideas drawn from teacher education practice and research. Centrally‐driven curriculum blue‐prints are unlikely to lead to the same high quality results, rather they will tend to result in mere compliance. The argument is illustrated by an example of teacher education development in one institution leading to a set of propositions about the elements which characterise high quality teacher education more generally.