Teacher education in the United States of America

Prospects ◽  
1970 ◽  
Vol 1 (2) ◽  
pp. 37-42
Author(s):  
Robert J. Schaefer
Keyword(s):  
United States ◽  
Teacher Education ◽  
United States Of America ◽  
The United States

scholarly journals Approaches and strategies for multicultural teacher education: Experiences from the United States of America

2014 ◽  
Vol 46 (1) ◽  
pp. 69-90 ◽  
Author(s):  
Bojana Dimitrijevic ◽  
Danijela Petrovic
Keyword(s):  
United States ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Development ◽  
United States Of America ◽  
Resistance To Change ◽  
The United States ◽  
Multicultural Teacher Education ◽  
Majority Population ◽  
Multicultural Teacher

The paper discusses different approaches and strategies for educating teachers in the United States of America for work in multicultural schools, bearing in mind teacher efficiency. The first part of the paper contains theoretical considerations on the basic competences of teachers for multicultural education, provides an overview of the key questions that need to be answered in the process of developing multicultural teacher education and presents the effects of multicultural education programmes aimed at eliminating prejudice and establishing the pedagogy of equality. The second part of the paper lists strategies for the multicultural education of teachers who are members of the majority population and discusses the educational effects of these strategies. The third part of the paper discusses the approaches based on the model of crosscultural teacher development that facilitate the understanding of teacher behaviour and their resistance to change, as well as the adapting and sequencing of courses for future teachers. The concluding part of the paper offers recommendations for enhancing multicultural teacher education.

International Perspectives on Standards and Benchmarking in Teacher Education

2019 ◽  
Author(s):  
Pranati Panda
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Quality ◽  
United States Of America ◽  
The United States ◽  
Professional Standards ◽  
Quality Teachers ◽  
Education Standards ◽  
Teacher Standards ◽  
Standard Framework

Ensuring quality teachers and quality teacher education programmes have been fundamental global concerns over the decades. High quality teachers are critical to the future development of national educational systems and economic vitality. Teachers’ quality and professionalism are closely linked to their professional standards, preparation and development. Teacher education, therefore, plays a central role in preparing quality teacher and also laying foundation for the development of teacher as a professional. Worldwide, professional standards, teacher standards, teaching- leaning standards and teacher education standards are considered instrumental for improving teacher preparation, their quality and professionalism. In this context, it becomes pertinent to deliberate upon the multiple standards frameworks in operation and how these frameworks are informing teacher education programmes for preparing quality teachers. The discourses on standards and benchmarking provide effective platforms for measuring and improving performance, practice, and knowledge of teachers. Standard framework can be considered a diagnostic approach to the delivery of education which evolves through research and practice to generate new knowledge and to maintain an accountable profession. The analysis of teacher standards in both developed and developing countries clearly indicates that standards contribute to the professionalization of teaching and raise the status of the profession. Therefore standards and quality dimensions form the cornerstone for the teacher education policy, planning, and implementation. The ideas, concepts, and constructs for standards and benchmarking in teacher education are derived from comparative perspectives and implications on quality dimension processes. The concepts of standards and benchmarks in teacher education around the globe are interpreted and used in diverse ways. The developed countries of the world have specific or explicit teacher education standard frameworks, as per their country-specific expectations and requirements. Countries such as the United States of America, Australia, Canada, Scotland, and Singapore have exclusive standards frameworks for initial teacher education. Singapore and Finland have recognised the implication of teacher education standards and benchmarking on improving teaching profession. The implementation of standards is considered an important part of the solution to the problem of assessment, accreditation, and maintenance of teacher quality by the United States of America and Australia. Acknowledging the potential of standards to raise teacher quality, the East and South Asian countries are using implicit models by drawing essence from teacher, teaching and learning and professional standards frameworks as guiding reference for teacher education .The comparative analysis of standards frameworks across different countries reveals common features such as professional knowledge, professional competencies, professional skills, and professional conduct. Therefore, it can be argued that teaching learning and professional standards make teacher education programmes accountable to deliver quality and to prepare competent teachers. Though the use of a standards framework is highly acknowledged, it is equally critiqued by many researchers. In order to substantiate the deliberation, the major question of whether standard frameworks are facilitating teacher education or act as a trap can be explored. This question rallies around both the merits and demerits of the multiple use of standards in teacher education. Though explicit and implicit models for teacher education standards are in operation, it is recommended that standard framework should be flexible and dynamic in nature in order to be replicated and adopted by various teacher education programs. Despite the raised criticism, once can argue that standards frameworks are necessary for ensuring teacher education quality. The teacher education framework model necessitates continuous research and innovation support to make it more dynamic and contextual.

scholarly journals Teacher Education and the Challenges of Global Economic Meltdown

2014 ◽  
Vol 21 ◽  
pp. 121-131
Author(s):  
J.B. Babalola ◽  
Adesoji A. Oni ◽  
Ademola Atanda
Keyword(s):  
United States ◽  
Teacher Education ◽  
Sustainable Development ◽  
United States Of America ◽  
Economic Activity ◽  
The United States ◽  
Financial Resources ◽  
Public And Private ◽  
American Economy ◽  
Broad Understanding

The global economic meltdown is a serious worldwide malfunctioning economic activity that started in the United States of America in December, 2000 but became obvious in 2007 and full-blown between 2008 and 2009. The meltdown is characterized by drastic streamlining, rightsizing and downsizing of human and financial resources in both public and private sectors of the American economy. This paper sets out to identify the challenges the global economic meltdown poses to teacher education in Nigeria and also seeks means of handling such challenges. To have a broad understanding of the challenges the global economic meltdown have posed to teacher education, the next section of this paper highlights the meltdown as part of the global radical changes in environmental, economic, political, technological and social spheres since the beginning of this millennium. The paper concluded with recommendation of how teacher education can be made relevant for sustainable development.

Sign in / Sign up

Export Citation Format

Share Document