Teacher Preparation and Professional Development in APEC Members: A Comparative Study.

Sonst. Personen	Darling-Hammond, Linda (Hrsg.); Cobb, Velma L. (Hrsg.)
Institution	Asia Pacific Economic Cooperation Secretariat (Singapore).; Department of Education, Washington, DC. Office of the Under Secretary.
Titel	Teacher Preparation and Professional Development in APEC Members: A Comparative Study.
Quelle	(1995), (248 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teacher Induction; Comparative Education; Elementary Secondary Education; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Preschool Education; Preservice Teacher Education; Student Teaching; Teacher Certification; Teacher Characteristics; Teacher Distribution; Teacher Education Programs; Teacher Employment; Teacher Salaries; Teacher Shortage; Teacher Supply and Demand; Teaching (Occupation); Australia; Brunei; Canada; China; Hong Kong; Japan; Malaysia; New Zealand; Singapore; South Korea; Taiwan (Taipei); United States + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Pre-school education; Vorschulerziehung; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Lehrerbesoldung; Lehrervergütung; Lehrermangel; Lehrerbedarf; Teaching; Lehrberuf; Australien; Kanada; Hongkong; Neuseeland; Singapur; Korea; Republik; USA
Abstract	This document is the final report of Phase I of a comparative study of teacher-training practices among 12 nation members of Asia-Pacific Economic Cooperation. The purposes of the study were to: (1) provide concrete, comparable descriptions of teacher-preparation systems useful to educators, researchers, and policymakers in all APEC member countries; (2) identify the key issues and challenges facing members with respect to teacher preparation and professional development; and (3) identify practices conducive to preparing teachers whose vision and methods of teaching enable students to meet the challenges of the 21st century. The reports prepared by the APEC members, following a common framework, describe each member s teaching force and labor-market conditions, teacher-preparation programs, licensing provisions, induction practices or internships, and ongoing professional development for teachers. An introductory section, "Highlights of the Study," summarizes the similarities and differences among the 12 nations. Chapter 1 is "Teacher Preparation and Professional Development in APEC Members: An Overview of Policy and Practice" (submitted by Office of the Under Secretary, U. S. Department of Education; prepared by V. L. Cobb, L. Darling-Hammond, and K. Murangi). Chapters 2 through 13 are the individual reports on teacher training and professional development from the participating countries: Australia, Brunei Darussalam, Canada, China, Hong Kong, Japan, Korea, Malaysia, New Zealand, Singapore, Chinese Taipei, and the United States. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC