Removed due to plagiarism. Originally published as: Stylianides, G. J., & Stylianides, A. J. (2010). Mathematics for teaching: A form of applied mathematics. Teaching and Teacher Education, 26, 161-172. DOI: 10.1016/j.tate.2009.03.022
As typical for professional education, early childhood teacher education (ECTE) aims to integrate knowledge from a wide range of disciplinary fields. With the 2013 reform of the Norwegian ECTE national curriculum the 10 disciplinary subjects have been replaced by 6 integrated “knowledge areas”. Research has documented that this shift in curriculum design has been problematic; the old structure seems to prevail in the new model. While acknowledging the essence of integration in professional knowledge, this article critically discusses the rational for the 2013 reform of the ECTE curriculum. Building on recent research on professionalism and a historical analysis of the Norwegian ECTE education curriculum, the article recommends a fundamental rethinking of the design of integration of subject fields in ECTE.
The article deals with a new model of preschool education that was developed and tested under the scope of a comprehensive project on the modernization of teacher education established by the Ministry of Education and Science of the Russian Federation (2014—2017). We provide a detailed analysis of the new bachelor's and master's educational programmes in preschool education. Also, we focus on the logic and design of practice-oriented educational programmes; describe educational outcomes as well as ways of reaching and evaluating them; and, finally, analyse the content of modules of the educational programmes.
Although research has been conducted on the benefits anddrawbacks of online courses, more is specifically needed inteacher-education to increase understanding of the transfer process from technology integration learning to the classroom. This study was designed to evaluate a model for blending technology with traditional classroommethods in preparing teachers to do the same. A combination of qualitative and quantitative methods was used to examine the collaborative and scaffolding approaches to the teacher learners construction of meaning in the online discourse. Data has been collected from blended graduate level courses taught in the area ofeducational technology for in-service and pre-serviceteachers from 2001 through 2006. These findings will be used to help identify best-practices for technologyintegration with teacher-education through informed applied research, and to create a new model for more comprehensive future blended course design.
Kunnskapsområdene i barnehagelærerutdanningen – en umulig modell? Utfordringer ved faglig integrasjon og profesjonsretting