Misplaced Pages

#897102

77-573: There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). The two major components of teacher education are in-service teacher education and pre-service teacher education . The process by which teachers are educated

154-486: A better learning of students, as evidences show. It is the objective of FAMT & L Comenius project, conducted at the University of Bologna, designed with the aim of promoting the correct use of formative assessment in mathematics education for students aged from 11 to 16. Reaching this goal supposes to design training programs for teachers of mathematics, starting from identifying their needs, believes, expectations and

231-992: A broad description of the kinds of attributes that teachers in European Union member states should possess: the Common European Principle for Teacher Competences and Qualifications. Although ideally it should be conceived of, and organised as, a seamless continuum, teacher education is often divided into these stages: In many countries, Initial Teacher Education (also known as preservice teacher training) takes place largely or exclusively in institutions of higher education . In countries like Sri Lanka there are separate institutes called National colleges of Education to provide pre-service teacher training while Teacher Training Colleges provide in-service teacher education. Further institutes called Teacher Centers provide continuing professional development for teachers. It may be organized according to two basic models. In

308-720: A concept that precisely matches the English term 'teacher educator'... Even where the concept exists, the range of roles that is covered by the term varies significantly from country to country. In some traditions, the term ' teacher trainer ' may be used instead of 'teacher educator'. A teacher educator may be narrowly defined as a higher education professional whose principal activity is the preparation of new teachers in universities and other institutions of teacher education, such as National Colleges of Education, Teacher Training Colleges and Teacher Centers. A broader definition might include any professional whose work contributes in some way to

385-502: A culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development." This target has one indicator: Indicator 4.7.1 is the "Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies ; (b) curricula; (c) Teacher education; and (d) student assessment" There

462-512: A designated authority responsible for the evaluation, certification and provision of teacher qualifications. It is significantly more challenging to receive certification in a state or province other than that in which the teacher attended their pre-service program. This makes it difficult for pre-service graduates to find employment outside of the state or province in which they received their training. Sustainable Development Goal 4 Sustainable Development Goal 4 ( SDG 4 or Global Goal 4 )

539-560: A final year of specific pre-service training. Students who complete a bachelor's degree before returning to a university to complete the pre-service education program are in a consecutive pre-service program, while students who complete their pre-service training at the same time as their undergraduate degree are in a concurrent program. In Australia, pre-service teachers generally undergo an online course for qualification into pre-service teacher education. these courses are designed to enhance teachers' knowledge, skills and confidence. In

616-582: A member of the teacher educator profession is expected to be able to deploy, as well as the attitudes, values and behaviours that are deemed to be acceptable for membership of the profession). While schools and school teachers are often in the news and in political debate, research shows that the teacher educator profession is largely absent from such public discussions and from policy discourse in education which often focuses exclusively on teachers and school leaders. Some research suggests that, while most countries have policies, and legislation, in place concerning

693-516: A number of places to study pre service teacher education in the US. The practical nature of pre-service education training programs aligns with American philosopher John Dewey 's theory of experience. In his book Experience and Education Dewey prescribes that learning must be based upon the actual life experiences of an individual that are interactive, experimental, and purposive in nature. Donald Schon expanded upon Dewey's model by focusing further upon

770-442: A pre-service education program, most students will have obtained a previous academic degree , either a general or honours, in a subject of their choice, ( e.g. English, math, science, religion). The alternative to this is that students may work simultaneously on an undergraduate bachelor's degree and a pre-service education program. The latter route incorporates education courses throughout the program's 4 or 5 years, and culminates in

847-455: A pre-service program, a graduate must apply for certification to be hired by a public school board. This is granted by a provincial or state governing authority. Not all pre-service programs are designed the same, and a certificate obtained in one country may not be recognized in another. Within the US, state-to-state reciprocity is limited. In Canada, jurisdictional requirements for teacher education differs provincially, and each province has

SECTION 10

#1732776209898

924-522: A professional teacher educator requires “genuinely reflecting on, and responding to, the needs, demands, and expectations of teaching about teaching within the academy”. In some parts of the world (notably the United States, Flanders and the Netherlands ) specific standards of professional practice have been developed for, or by, teacher educators. These set out the range of competences that

1001-647: A profound learning outcome regardless of race, gender or ethnicity. This target has two indicators: Non-proficiency rates remain disturbingly high despite steady growth in enrollment over the years. 88 percent of children (202 million) of primary and lower secondary school age were not proficient in reading, and 84 percent (193 million) were not proficient in Mathematics in 2015 in sub-Saharan Africa . The COVID-19 pandemic led to school closures worldwide which made these inequalities worse. The importance of SDG 4 in this target lies in strategically working on

1078-460: A school setting (either elementary, or senior) and shadows an experienced teacher. All faculties of education in Canada include a practicum component in their pre-service programs. The pre-service teacher will be given opportunities to develop skills through observing their associate teacher, creating lesson plans, teaching lessons and experiential learning about classroom management. To complement

1155-426: A substantial proportion of adults, both men, and women, achieve literacy and numeracy ." This target has one indicator: Indicator 4.6.1 is the "Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex". Population census and household surveys regarding simple sentences used in daily life will identify literacy data. It

1232-478: A whole, are therefore often sought. In most countries, teacher salary is not related to the perceived quality of his or her work. Some, however, have systems to identify the 'best-performing' teachers, and increase their remuneration accordingly. Elsewhere, assessments of teacher performance may be undertaken with a view to identifying teachers' needs for additional training or development, or, in extreme cases, to identify those teachers that should be required to leave

1309-449: Is "Volume of official development assistance (ODA) flows for scholarships" ODA for scholarships was $ 1.6 billion in 2018. The full title of this target is: "By 2030, substantially increase the supply of qualified teachers, including through international cooperation for Teacher training in developing countries, especially least developed countries and small island developing States." This target has one indicator: Indicator 4.c.1

1386-512: Is a person who helps in-service and pre-service teacher trainees to acquire the knowledge, competencies and attitudes they require to be effective teachers. Several individual teacher educators are usually involved in the initial or ongoing education of each teacher; often each specialises in teaching about a different aspect of teaching (e.g. educational ethics , philosophy of education , sociology of education , curriculum , pedagogy , subject-specific teaching methods etc.). Not every culture has

1463-1037: Is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". SDG 4 has 10 targets which are measured by 11 indicators. The seven outcome targets are: free primary and secondary education ; equal access to quality pre-primary education ; affordable technical, vocational and higher education ; increased number of people with relevant skills for financial success; elimination of all discrimination in education ; universal literacy and numeracy ; and education for sustainable development and global citizenship. The three means of implementation targets are: build and upgrade inclusive and safe schools; expand higher education scholarships for developing countries; and increase

1540-413: Is believed by some to be satisfactory, as weaknesses are carefully identified, assessed and then addressed through the provision of in house or school based training. These can, however, be seen as benefiting the institution and not necessarily fully meeting the continuing professional development needs of the individual as they lack educational gravitas . A teacher educator (also called a teacher trainer)

1617-429: Is changing so rapidly, and because the teaching skills required are evolving likewise, no initial course of teacher education can be sufficient to prepare a teacher for a career of 30 or 40 years. In addition, as the student body continues to change due to demographic issues there is a continuous pressure on academics to have mastery of their subjects but also to understand their students. Continuous professional development

SECTION 20

#1732776209898

1694-408: Is community-based teacher education, where teacher candidates immerse themselves in communities that will allow them to apply teaching theory to practice. Community-based teacher education also challenges teacher candidates' assumptions about the issues of gender, race, and multicultural diversity. This assists to make an attitudinal change in the teacher trainees in order to eliminate segregation within

1771-411: Is currently no data available for this indicator. The Sustainable Development Solutions Network (SDSN) has proposed a SDG Global Monitoring Indicators arranged for SDG 4.7 to calculate the percentage of girls and boys achieving proficiency in literacy and mathematics, by the end of lower secondary schooling cycle based on national benchmarks. This indicator can be used to compare across countries and see

1848-526: Is home to nearly half (49 percent) of the global population who are illiterate. The agenda can be challenging for those regions or countries to reach the goal by 2030 because income and gender inequality are seen more often in higher educational levels. While disabled students are increasing in higher educational institutions, many institutions, while disabled students face barriers on a daily bases, are not ready to support those students yet. The full title of this target is: "By 2030, ensure that all youth and

1925-408: Is linked to the issues of definition of the term, highlighted above). While some of those who carry responsibility for the education of teachers do self-identify as 'teacher educator', others may self-identify rather as ' researcher ' or ' academic '; others may relate primarily to their academic discipline, such as ' chemist ' or ' geographer .' But the key duality of identity that lies at the core of

2002-661: Is not limited to developing regions; but the whole world at large. The major aim of Sustainable Development Goal 4 (SDG 4) is to provide an inclusive and high-quality education that will improve the learner's standard of living and the community's future. Major progress has been made in promoting access to education, specifically at the primary school level, for both boys and girls. Sub-Saharan African countries experienced an increase in primary education completion rate from 49 percent in 2000 to 60 percent in 2006. However, increased access does not always translate to improved quality of education or completion of primary school. During

2079-695: Is not without tensions and controversies. In the United States, approximately one-third of new teachers come through alternative routes to teacher certification, according to testimony given by Emily Feistritzer, the President of National Center for Alternative Certification and the National Center for Education Information, to a congressional subcommittee on May 17, 2007. However, many alternative pathways are affiliated with schools of education, where candidates still enroll in university-based coursework. A supplemental component of university-based coursework

2156-537: Is one of the processes to recognize the current literacy data in order to achieve the goals set forth by the SDGs. “Despite the steady rise in literacy rates over the past 50 years, there are still 773 million illiterate adults around the world, most of whom are women”. To facilitate the expansion of comprehensively designed basic learning programs, providing a variety of learning methods and setting standards for gradual progression by ability are required. In order to expand

2233-407: Is proposed to be deleted". The full title of this target is: "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education , including university." This target has one indicator: Indicator 4.3.1 is "Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex". In terms of

2310-551: Is the "Proportion of schools with access to (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic hand-washing facilities (as per the WASH indicator definitions)" The full title of this target is: "By 2020, substantially expand globally

2387-435: Is the process by which teachers (like other professionals) reflect upon their competencies, keep them up to date, and develop them further. The extent to which education authorities support this process varies, as does the effectiveness of the different approaches. A growing research base suggests that to be most effective, continuing professional development activities should: However, a systematic review published in 2019 by

Teacher education - Misplaced Pages Continue

2464-597: Is the subject of political discussion in many countries, reflecting both the value attached by societies and cultures to the preparation of young people for life, and the fact that education systems consume significant financial resources. However, the degree of political control over Teacher Education varies. Where teacher education is entirely in the hands of universities, the state may have no direct control whatever over what or how new teachers are taught; this can lead to anomalies, such as teachers being taught using teaching methods that would be deemed inappropriate if they used

2541-707: Is to be achieved by 2020 and the rest have no target years. Each of the targets has one or more indicators to measure progress. The targets include free primary and secondary education (4.1), equal access to quality pre-primary education (4.2), equal access to affordable technical, vocational and higher education (4.3), increase the number of people with relevant skills for financial success (4.4), eliminate all discrimination in education (4.5), universal literacy and numeracy (4.6), education for sustainable development and global citizenship (4.7), build and upgrade inclusive and safe schools (4. a), expand higher education scholarships for developing countries (4. b) and increase

2618-614: The Campbell Collaboration , summarizing evidence from 51 studies, finds no clear evidence that continuing professional development in education improves student academic outcomes. In recent times, a major role in the teacher training world has been covered by The Erasmus Programme and his platform, the SchoolEducationGateway; providing a unique opportunity to European teachers in international training courses in different European countries, fully funded

2695-557: The National Council of Teacher Education (NCTE) released the ' National Curricular Framework for Teacher Education , 2010 (NCFTE), which aims to remedy many of the ills of teacher training in India. It calls for preparing a 'humane and reflective practitioner' and for fostering the agency and autonomy of the teacher, who can interpret the curriculum meaningfully to the contextual needs of the learners, than merely focus on 'teaching

2772-437: The 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often a diploma in teaching or an undergraduate bachelor's degree), and then studies for a further period to gain an additional qualification in teaching (this may take the form of a post-baccalaureate credential or master's degree). In the alternative 'concurrent' model, a student simultaneously studies both one or more academic subjects, and

2849-459: The KA1 (KeyAction1). The concept of 'quality' in education is contested and understood in numerous different ways. Assuring the quality of teacher education includes selecting competent recruits for teacher education programs, accrediting teacher education programs who consistently show positive results, and offering registration, licensing, or certification to those who demonstrate competency to enter

2926-621: The United Kingdom, a teaching qualification in further education (TQFE) is offered at many universities and can be used as a qualification in pre-service teacher education. In the US, students are often required to take a test prior to acceptance into an accredited program, and/or upon graduation in order to earn certification. Commonly, the PRAXIS I or PRAXIS II are required for this purpose. Common topics include classroom management , lesson plans , and professional development. There are

3003-409: The United States, where the education of all children successfully is priority. Teaching involves the use of a wide body of knowledge about the subject being taught, and another set of knowledge about the most effective ways to teach that subject to different kinds of learner; it, therefore, requires teachers to undertake a complex set of tasks every minute. Many teachers experience their first years in

3080-482: The ability to link their own (tacit) theories and practice of teaching to public theory, i.e., in Korthagen's words, to translate Theory with a capital ‘T’ to theory with a small ‘t’. Just as teaching is no longer seen as simply transferring factual information, so educating teachers also requires a more sophisticated approach, based upon professional awareness that comes from reflective practice . For Loughran, being

3157-431: The beginning teacher develop a professional identity, and to further develop the basic competences that were acquired in college). A number of countries and states have put in place comprehensive systems of support to help beginning teachers during their first years in the profession. Elements of such a programme can include: Some research suggests that such programmes can: increase the retention of beginning teachers in

Teacher education - Misplaced Pages Continue

3234-408: The biggest challenges in the provision of basic school resources. As much as the emphasis is laid on the imbalances between compared countries, the crucial aspect of gender equality even in education should not be overlooked. It has been proposed in 2020 that Indicator 4.2.1 should be deleted: "the portion of the indicator that measures progress for children 0-23 months that is currently tier III

3311-528: The complex demands of preparing teachers for the 21st century". In response to this perceived need, more research projects are now focussing on the teacher educator profession. Several academic journals cover this field. Pre-service teacher education Pre-service teacher education is the education and training provided to student teachers before they have undertaken any teaching. In contrast, in-service teacher education provides learning opportunities for practicing teachers. Before entering into

3388-546: The implementation of the MDGs , increment in school enrolment did not translate to improved educational outcomes. Across the world, limited access to the internet has also adversely impacted students' ability to engage in learning opportunities. Since 2015, contributions on behalf of GCE's policy were made to give precise division for SDG4. SDG 4 consists of 7 targets, 3 means of actual application, and 12 indicators. Eight of them are supposed to be achieved by 2030, while one

3465-536: The importance of reflective practice in the learning process. Schon was a proponent of using reflection in teacher education and other professions to guide learning through reflection on past experiences to guide future learning and practice, as evidenced in his 1996 work, Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Provincial and state territories across North America vary greatly in population, language, demographics, geography and other social factors. As such,

3542-823: The improvements from previous years. Education plays an important role in improving the human capital of the labor force and it “is considered as an important determinant of sustainable economic growth”. While organizations around the world are putting efforts to achieve this goal, some critics suggest the UN Decade might seem too ideal. Some scholars also pointed out that although higher educational institutions are striving for sustainable development, they are still on their early stage. The full title of this target is: "Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all." This target has one indicator: Indicator 4.a.1

3619-687: The initial education or the continuing professional development of school and other teachers. Even within a single educational system, teacher educators may be employed in different roles by different kinds of organisation. In the European context, for example, people who could be considered to be teacher educators include: Teacher educators may therefore work in many different contexts including National Colleges of Education, teacher training colleges, teacher centers ( universities , schools , private sector training organisations or trade unions ), and their working time may be fully, or only partly, dedicated to

3696-764: The key knowledge, attitudes and behaviours that they will need to be active in society and the economy. Generally, Teacher Education curricula can be broken down into four major areas: Those training to teach in rural and remote areas face different challenges from those who teach in urban centres. Therefore, a different approach to teacher education is needed for those who aspire to each in rural and remote areas. It has been proposed that rural and remote communities may have more success recruiting teachers who already live in these communities, rather than trying to recruit urbanites to move to rural communities once they have completed their teacher training. Online and blended teacher education programs are becoming more prevalent to help meet

3773-599: The learner's character and academic level for a better world. The full main aim of this target is: "By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre‑primary education so that they are ready for primary education." This target has two indicators: At the global level, the participation rate in early childhood education was 69 percent in 2017, up from 63 percent in 2010. However, considerable disparities were found among least developed countries with rates ranging from 7 percent to nearly 100 percent. Sub-Saharan Africa faces

3850-512: The learning programs, more precise information collection is required. To collect this information, Global Alliance to Monitor Learning (GAML) is developing the necessary tools for methodology and standardization. The full title of this target is: "By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development , including, among others, through education for sustainable development and sustainable lifestyles, human rights , gender equality , promotion of

3927-614: The needs of teacher shortages in rural and remote areas. In addition, the United Nations Sustainable Development Goal 4 aims to substantially increase the supply of qualified teachers by 2030 through international cooperation. These three areas reflect the organization of most teacher education programs in North America as well as Asian countries like Sri Lanka. Courses, modules, and other activities are often organized to belong to one of

SECTION 50

#1732776209898

4004-437: The number of scholarships available to developing countries , in particular least developed countries , small island developing States and African countries, for enrollment in higher education , including vocational training and information and communications technology, technical, engineering and scientific programs, in developed countries and other developing countries." This target has one indicator: Indicator 4.b.1

4081-499: The number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship ." This target has one Indicator: Indicator 4.4.1 is the "Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill". The full title of this target is: "By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for

4158-427: The practicum, pre-service programs offer academic based courses, designed to expose teacher candidates to collaborative inquiry, current research, educational philosophy, theory, pedagogy and practical resources to provide a foundation for their work as educators. This, combined with the experience gained through the practicum, prepare the next generation of teachers for the challenges of the classroom. After completing

4235-467: The preparation of teachers. Being able to educate teachers requires different knowledge and skills than those required to teach pupils or students. Some recent research has highlighted the many fields of knowledge that are required by teacher educators; these include knowledge about: the pedagogy of teacher education; learning and learners; teaching and coaching; and the profession of teacher educator itself. In addition, teacher educators need to know about

4312-515: The present ones to provide safe, inclusive, and effective learning environments for all. Major progress has been made in access to education, specifically at the primary school level, for both boys and girls. In terms of the progress made, global participation in tertiary education reached 225 million in 2018, equivalent to a gross enrollment ratio of 38%. "Education for All" has been a popular slogan and has been given attention through different international development courses ever since 1990. It

4389-428: The profession as stressful. The proportion of teachers who either do not enter the profession after completing initial training, or who leave the profession after their first teaching post, is high. A distinction is sometimes made between inducting a teacher into a new school (explaining the school's vision, procedures etc.), and inducting a new teacher into the teaching profession (providing the support necessary to help

4466-493: The profession. In some countries, teachers are required to re-apply periodically for their license to teach, and in so doing, to prove that they still have the requisite skills. But still there are countries (e.g. Sri Lanka) where teaching cannot be considered as a profession as the teachers are not provided with a license to teach. Feedback on the performance of teachers is integral to many state and private education procedures, but takes many different forms. The 'no fault' approach

4543-408: The profession; improve teaching performance; promote the teachers' personal and professional well-being. However, numerous authors suggest that current teacher education is highly flawed and primarily geared towards a western dominated curriculum. Hence, they suggest that teacher education should be inclusive and take into account multiple backgrounds and variables to allow teachers to be responsive to

4620-560: The progress made, global participation in tertiary education reached 224 million in 2018, equivalent to a gross enrollment ratio of 38%. North Africa and West Asia are among the top regions with the most rapid expansion of tertiary education participation since 2013. Studies have shown that investment to education boost a positive mainstream for children to study at schools. In addition, computer-assisted learning had more positive effect compared to having new teaching materials. The full title of this target is: "By 2030, substantially increase

4697-540: The question of necessary training components is highly debated as continuing increases in attrition rates by new teachers and struggling learners is evident. Additionally, with the increasing demands of the "teacher" research is beginning to suggest that teachers must not only be trained to increase learning experiences for their students, but how to also be a leader in an increasingly challenging field. The debate of how best to prepare teachers for teaching in today's demanding environments will continue to be an important focus of

SECTION 60

#1732776209898

4774-456: The requirements of their students. This falls into the area of culturally responsive teaching and requires teaching education and teachers to address issues of diversity education and disadvantage as a part of a teacher education curriculum. Jabbar & Hardaker (2013) argue that this is an essential process in helping students of ethnicity, colour and diversity achieve and attain. Because the world that teachers are preparing young people to enter

4851-400: The same methods in schools, or teachers being taught by persons with little or no hands-on experience of teaching in real classrooms. In other systems, teacher education may be the subject of detailed prescription (e.g. the state may specify the skills that all teachers must possess, or it may specify the content of teacher education courses). Policy cooperation in the European Union has led to

4928-414: The school community. The question of what knowledge, attitudes, behaviours, approaches, methodologies and skills teachers should possess is the subject of much debate in many cultures. This is understandable, as teachers are entrusted with the transmission to learners of society's beliefs, attitudes and deontology , as well as of information, advice and wisdom, and with facilitating learners' acquisition of

5005-468: The specific contexts their students will work and working in (e.g. for primary, or secondary education) and the subjects they will teach. More experienced teacher educators need expertise in: curriculum development and assessment ; the wider context of teacher education, the way it is organised, and in research. The complexity of the tasks of the teacher educator arises in part because, as research has shown, they have multiple professional identities. (This

5082-419: The supply of qualified teachers in developing countries. SDG 4 aims to provide children and young people with quality and easy access to education plus other learning opportunities. One of its targets is to achieve universal literacy and numeracy. A major component in acquiring knowledge and valuable skills in the learning environment. Hence, the urgent need to build more educational facilities and also upgrade

5159-577: The supply of qualified teachers in developing countries (4. c) The main mission of this target is: "By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to a relevant and effective learning outcome." In choosing this mission, different issues were considered, with the mission statement itself stipulating that: students are publicly-funded, engaged through inclusive education regardless of their differences, resources, and means are equitably distributed, education has to be instrumental towards

5236-755: The teacher educator profession is that of first-order and second order teaching. A teacher educator must be a highly competent ‘first-order educator’ (i.e. a good teacher) but also a skilled ‘second-order educator’ (i.e. capable of teaching effectively about the skill of teaching and facilitating others to acquire teaching skills). As first-order educators, they need to be proficient teachers (of 'adult' students). As second-order educators, they require, in addition, specific competences and dispositions, such as modelling and meta-reflection, that enable them to teach about teaching. The acquisition or improvement of teacher competences requires training, through which it will be improved educational planning and assessment. This results in

5313-488: The teaching profession, few countries have a clear policy or strategy on the teacher educator profession. Caena (2012) found that some of the consequences of this situation can include a teacher educator profession that is poorly organised, has low status or low formal recognition, has few regulations, professional standards – or even minimum qualifications, and no coherent approach to the selection, induction, or continuing professional development of Teacher Educators. In India,

5390-424: The teaching profession. It is sometimes taken to relate to the quality of the work undertaken by a teacher, which has significant effects upon his or her pupils or students. Further, those who pay teachers' salaries, whether through taxes or through school fees, wish to be assured that they are receiving value for money. Ways to measure the quality of work of individual teachers, of schools, or of education systems as

5467-640: The text book'. The teacher educator profession has also been seen as under-researched; empirical research on professional practice is also scarce. However, the importance of the quality of this profession for the quality of teaching and learning has been underlined by international bodies including the OECD and the European Commission. Some writers have therefore identified a need for more research into "what teachers of teachers themselves need to know", and what institutional supports are needed to "meet

5544-491: The three major areas of teacher education. The organization makes the programs more rational or logical in structure. The conventional organization has sometimes also been criticized, however, as artificial and unrepresentative of how teachers actually experience their work. Problems of practice frequently (perhaps usually) concern foundational issues, curriculum, and practical knowledge simultaneously, and separating them during teacher education may therefore not be helpful. However,

5621-408: The universities and colleges that offer pre-service education recognize unique factors about the student populations they serve, and in response have created unique programs to meet those needs. That being said, there are two major components that are common to pre-service education programs. A major focus in the pre-service education program is the practicum - the pre-service teacher is placed within

5698-399: The use of formative assessment. The way in which teacher educators teach has a greater impact on student teachers’ thinking about practice than what teacher educators teach. So, teacher educators need to be able to model the competences and attributes they wish their students to adopt. Swennen et al. (2008). concluded that, in order to ‘model’ what they teach, teacher educators need to develop

5775-540: The vulnerable, including persons with disabilities , indigenous peoples and children in vulnerable situations." This target has one indicator: Indicator 4.5.1 is "Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators" In 2016, two-thirds of 750 million adults were illiterate women. Adult literacy rates are lowest in sub-Saharan Africa and Southern Asia . Southern Asia alone

5852-509: The ways of teaching that subject, leading to a combined bachelor's degree and teaching credential to qualify as a teacher of that subject. Other pathways are also available. In some countries, it is possible for a person to receive training as a teacher by working in a school under the responsibility of an accredited experienced practitioner. In the United Kingdom there is a long tradition of partnerships between universities and schools in providing state supported teacher education. This tradition

5929-505: Was considered critical at the inception of the Sustainable Development Goals (SDGs) and tagged SDG 4. Education is seen as a force for sustainable development , nation-building and peace. Children and young people who gain certain skills such as reading, writing, or counting are more likely to have a better future than their peers who lack these skills. The role of education in ensuring sustainable development

#897102