Educational policy and teacher education

1984 ◽  
Vol 4 (2) ◽  
pp. 123-127 ◽  
Author(s):  
John D. Turner
Keyword(s):  
Teacher Education ◽  
Educational Policy

Educational Policy and Curriculum Studies

2021 ◽  
Author(s):  
Pamela J. Konkol ◽  
Peter C. Renn ◽  
Sophia Rodriguez
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
Curriculum Policy ◽  
Policy Document ◽  
Education Foundations ◽  
Foundations Of Education ◽  
Policy Tool ◽  
Improvement Measures ◽  
Education Administrators ◽  
Educational Studies

Since 1978, the Committee on Academic Standards and Accreditation (CASA, a standing committee of the American Educational Studies Association) has maintained the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies. The Standards are a policy document intended as a powerful curriculum policy tool for faculty and higher education administrators across North America to use to develop foundations and educator preparation programming with disciplinary integrity and to maintain said programs with fidelity. As pressures to provide accountability and improvement measures or attach outcomes to disciplines in education increase, especially teacher education, foundations faculty and programs are challenged in their efforts to both build strong foundations programming and resist the push to dilute or otherwise embed the intellectual and practical work of the discipline into other, mostly unrelated, courses. The Standards provide language and support for foundations scholars housed in teacher education departments to hone their craft, generate good programming, and develop good scholars and P–12 practitioners.

scholarly journals Why Black Adolescents Are Vulnerable at School and How Schools Can Provide Opportunities to Belong to Fix It

2020 ◽  
Vol 7 (1) ◽  
pp. 3-9
Author(s):  
DeLeon L. Gray ◽  
Elan C. Hope ◽  
Christy M. Byrd
Keyword(s):  
Teacher Education ◽  
Human Resources ◽  
Educational Policy ◽  
Educational Psychology ◽  
Culturally Relevant ◽  
Black Adolescents ◽  
Learning Opportunities ◽  
Community Leaders ◽  
Policy Recommendations ◽  
Strategic Investments

This article discusses factors contributing to the belonging vulnerability of Black adolescents as well as educational policy considerations for providing Black adolescents with opportunities to belong at school. Scholarship at the intersection of educational psychology and teacher education provides cultural interpretations for why and how Black adolescents are vulnerable to issues of belonging when educators are not in their corner, and when curricula do not reflect their cultures. Policy recommendations include (a) strategic investments in principal preparation, (b) information and human resources to develop culturally relevant learning opportunities, and (c) substantive roles for students as school and community leaders who can help address structural causes of belonging vulnerability among this population.

scholarly journals POLÍTICAS DE FORMAÇÃO DOCENTE À LUZ DO PLANO NACIONAL DE EDUCAÇÃO: ENTRE CONQUISTAS E DESAFIOS

2018 ◽  
Vol 15 (3) ◽  
pp. 106-122
Author(s):  
Camila de Fátima Soares dos Santos ◽  
Edite Maria Sudbrack
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Public Education ◽  
Educational Policy ◽  
Economic Crisis ◽  
Education Policies ◽  
National Education ◽  
Training Policy ◽  
Education Plan

This article emerges from a research that aims to reflect and understand the limits and contributions of the National Education Plan 2014-2024, in the process of producing teacher education policies. The research is qualitative in nature, with bibliographical and documentary focus. It presents an analysis of an educational policy for planning: National Education Plan (2014-2024) and legal acts sanctioned after its promulgation, Resolution 2 of July 1, 2015 and Decree 8,752 of May 9 of 2016; so as a method of analysis we opted for the content analysis proposed by Bardin (1977). The PNE envisaged new paths, fueling hope for the implementation of a training policy, aiming at a quality public education. The analysis of the documents made it possible to know the directives of teacher education policies, broadening the debate and understanding of the achievements and challenges that are presented in relation to the current political and economic crisis context.

Innovation in Teacher Development

1992 ◽  
Vol 13 ◽  
pp. 260-275 ◽  
Author(s):  
H. G. Widdowson
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
Teacher Development ◽  
Language Teaching ◽  
Language Education ◽  
Macro Level ◽  
Teacher Role ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Micro Level

All of the issues dealt with in the preceding sections of this volume clearly carry with them implications for language teaching and call for a reconsideration of the teacher role, the nature of pedagogic competence which such a role requires, and how people might be most effectively prepared to enact it. In the case of national curricula, as discussed in Section 1 of this volume, whatever proposals are made at the macro-level of educational policy depend for their effectiveness on the interpretation by teachers at a micro-level of pedagogic practice and their abilities to carry out the proposals. So whatever is proposed for language education as policy carries clear implications for language teacher education as well. This might seem to be all too self-evident, but it is easy to cite instances where policy decisions have been made and proposals imposed without taking such implications into account.

scholarly journals Aspekte der Geschichte westeuropäischer Lehrerbildung

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Olga Graumann
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
History Of Teacher Education ◽  
History Of ◽  
Insight Into

The history of teacher education is very multi-faceted; therefore it is only possible to point to highlights of its progression. This article indicates some developmental aspects of the history of teacher education in Germany and gives some brief sketches of the history of teacher education in Austria, France, and England, with the intent to provide insight into current educational-policy discussions and developments.

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