Innovation Now! International Perspectives on Innovation in Teacher Education.

Sonst. Personen	Klassen, Frank H. (Hrsg.); Collier, John L. (Hrsg.)
Institution	International Council on Education for Teaching, Washington, DC.
Titel	Innovation Now! International Perspectives on Innovation in Teacher Education.
Quelle	(1972), (140 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Change Agents; Competency Based Teacher Education; Curriculum Development; Developing Nations; Economic Factors; Educational Innovation; Educational Trends; Foreign Countries; Global Approach; Higher Education; Inservice Teacher Education; Institutional Cooperation; Program Development; Social Influences + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Ökonomischer Faktor; Instructional innovation; Bildungsinnovation; Bildungsentwicklung; Ausland; Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Programmplanung; Sozialer Einfluss
Abstract	The articles in this collection present international perspectives on change and innovation in teacher education. It is divided into six topic areas. Part one offers views on the social and economic implications of teacher education. In part two the problems and challenges for reform in teacher education in East Africa, Poland, France, Italy, and the Federal Republic of Germany are considered. The third part deals with systemic reforms in the content, structure, and philosophy of teacher education in the Federal Republic of Germany, Belgium, and the United States. Part four contains discussions on the effectiveness of teacher education and innovations in curriculum, methodology, and organization in Denmark, Bulgaria, Czechoslovakia, Rumania, Russia, and Spain. The fifth part is concerned with innovative teacher education within the framework of current social realities in Thailand, Hungary, the German Democratic Republic, and, in the United States, the Temple-Philadelphia Portal School and West Virginia. In the final part, issues in inservice teacher education are addressed in three articles presenting viewpoints from the United Kingdom and Yugoslavia. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01