Titlebook: International Handbook of Teacher Education; Volume 1 John Loughran,Mary Lynn Hamilton Book 2016 Springer Science+Business Media Singapore

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The History of Initial Teacher Preparation in International Contextsferent continents, histories, political structures, cultures, levels of wealth, and economies. The nations were selected, in fact, because of this variability; Table . shows how widely they differ on a number of indicators. We hope the chapter will generate discussions about the role teacher educati

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上下倒置

Approaches to Teacher Educationching on a wide-range of topics and themes without clear guiding principles. This has contributed to the contention amongst various stakeholders that we do not “do” teacher education well. The limitations of these conventional approaches used in universities around the globe have prompted significan

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The Practicum: The Place of Experience?. Whatever terminology is used to describe it, the practicum continues to be viewed by the majority of pre-service teachers across a range of international contexts as the most important factor in preparing for the teaching profession. While the practicum remains highly valued, it is also highly scr

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Reform Efforts in Teacher Educationreform policies and initiatives. These include: establishing standards and minimum requirements for teacher education; making teacher education more “research-based”; making pre-service programmes more “accountable”; allowing alternative routes into teaching; placing greater emphasis on subject know

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Pedagogy of Teacher Educationth a discussion of how the 50-years old distinction between competency-based approaches and approaches emphasizing the person of the teacher has evolved into a variety of traditions. Empirical research into outcomes of these traditions are discussed. Next, an overview is presented of a number of spe

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Pedagogical Content Knowledge in Teacher Education, and PCK research in the field of teacher education has rapidly accumulated. Yet while there is consensus in the literature about the importance of the construct in bringing together specific types of knowledge that teachers require to support effective student learning of particular subject matter