Crash Course for Teachers: A General Account from Education Professors with the "Vision" of the Expert Commission for Future Teacher Training in North-Rhine/Westphalia

Autor/in	Prange, Klaus
Titel	Crash Course for Teachers: A General Account from Education Professors with the "Vision" of the Expert Commission for Future Teacher Training in North-Rhine/Westphalia
Quelle	In: European Education, 36 (2004) 1, S.85-96 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
Schlagwörter	Teaching Methods; Foreign Countries; Teacher Education Programs; Educational Change; Educational Environment; Teacher Education Curriculum; Curriculum Development; Curriculum Design; Teaching (Occupation); Teacher Improvement; Higher Education; Educational Policy; Program Effectiveness; Politics of Education; Knowledge Base for Teaching; Germany + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Teaching; Lehrberuf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Educational policy; Teaching theory; Theory of teaching; Unterrichtstheorie; Deutschland
Abstract	No one would dispute the claim that teacher training in the university and training colleges has long been in urgent need of reform. Even so, nothing is getting done. However, there are some efforts made in North-Rhine/Westphalia, where a committee of experts has recommended a double package consisting of six semesters of specialized studies leading to a Bachelor of Arts followed by a further training course in teaching methods and educational science. In the author's view, the proposal of the North-Rhine/Westphalia board of experts puts the pedagogical professionalism of the teacher at risk just as, in the aftermath of the TIMMS (Trends in International Mathematics and Science Study) and in view of the xenophobic violence, this professionalism has been so vehemently called for, and indeed would appear to be in need of reinforcement. In this article, the author sketches out the following: (1) the structure of and the requirements for a pedagogical teacher professionalism; (2) the proposals of the board of experts and the advantages expected from a phased teacher training; and (3) the problems and consequences associated with this proposal for the advancement of pedagogical professionalism of teachers and the corresponding professional profile of the teacher. [This report was translated by Stephen D. Naron.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10