Global Perspectives on Teacher Learning: Improving Policy and Practice

Autor/inn/en	Schwille, John; Dembele, Martial; Schubert, Jane
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Titel	Global Perspectives on Teacher Learning: Improving Policy and Practice
Quelle	(2007), (150 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Global Approach; Teacher Education; Educational Planning; Educational Development; Educational Policy; Decision Making; Professional Continuing Education; Apprenticeships; Beginning Teacher Induction; Developing Nations; Preservice Teachers; Academic Achievement; Foreign Countries; Elementary School Teachers; Faculty Development; Africa; China; Japan + Suchen Sie Ihr Suchwort? Globales Denken; Lehrerausbildung; Lehrerbildung; Bildungsplanung; Bildungsentwicklung; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Berufsfeldbezogener Unterricht; Weiterbildung; Apprenticeship; Lehre; Developing country; Developing countries; Entwicklungsland; Schulleistung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Afrika
Abstract	This booklet targets policymakers and educators with busy lives (especially those in developing countries) who may neither have the time nor the opportunity to read widely across all the issues raised herein. This publication looks at all forms of teacher learning, formal and informal, from teachers' own early schooling, through their training, and on to the end of their teaching career. Its purpose is to provide a way of thinking about the preparation and continuing professional development of elementary school teachers than can be used as a basis for evaluating existing programs and planning new ones. It argues that to formulate policy and design effective programs for teacher preparation and professional development, the whole spectrum of teacher learning must be considered. It discusses the unresolved controversy of how much formal preparation is needed before starting to teach, the different models of initial teacher preparation, the induction phase, and the continuing professional development of teachers, not to be confused with existing programs of in-service teaching. Much recent research and fresh knowledge have been brought together for the first time in this booklet. This includes literature on the nature of teacher preparation and professional development in developing countries (notably ambitious, innovative reforms), the rapidly growing body of research on teacher education and teacher learning in industrialized countries, the recently published analyses of the exceptional forms of professional development that exist in Japan and China, and the various positions taken by critics and proponents of teacher preparation and professional development as they exist today. Chapter I elaborates on this way of thinking about teacher preparation and continuing professional development. Chapter II deals with unresolved controversies over how much and what kinds of professional development are necessary for teaching. Chapter III examines the main policy and practice options that are available. Chapter IV turns attention to looking at how entry into teaching is assisted in various national contexts. Finally, in Chapter V, organizational support to teacher learning beyond the first years of service is considered. (ERIC).
Anmerkungen	International Institute for Educational Planning (IIEP) UNESCO. 7-9 rue Eugene-Delacroix, 75116 Paris, France. Tel: +33-45-03-77-00; Fax: +33-40-72-83-66; e-mail: info@iiep.unesco.org; Web site: http://www.unesco.org/iiep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10