Improving interaction in teacher training programmes: the rise of the social dimension in pre-service teacher education

2018 ◽  
Vol 24 (6) ◽  
pp. 644-658 ◽  
Author(s):  
Susana López Solé ◽  
Mireia Civís Zaragoza ◽  
Jordi Díaz-Gibson
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Social Dimension ◽  
The Social ◽  
Pre Service Teacher Education ◽  
Training Programmes ◽  
Pre Service Teacher

scholarly journals REVAMPING PRE-SERVICE TEACHER EDUCATION UNDER NEW NCTE NORMS 2014: PERCEPTION OF B.ED. STUDENTS TOWARDS INCREASED DURATION OF COURSE

2017 ◽  
Vol 5 (6) ◽  
pp. 92-101
Author(s):  
Shabir Ahmed ◽  
Ahakesh Sharma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Education Programme ◽  
School Education ◽  
National Council ◽  
Pre Service Teacher Education ◽  
One Year ◽  
Training Programmes ◽  
Pre Service Teacher

Today India is having one of the largest networks of schools in the world. School education is most important stage in the whole educational ladder and underwent transformation since independence. For say after independence government of our country stressed on quantitative expansion of school education so as to provide access of education to the students in their door steps but in 21st century focus is shifted from quantity to quality of school education. This shift of paradigm and ICT revolution made the job of teacher more demanding. Quality of school education is depending on quality and professional commitment of teachers and quality of teachers depend upon nature and type of pre-service teacher training to prospectus teachers. Keeping pace with the needs of present time, in 2012 Verma committee recommended number of changes in the pre-service teacher education programme and enhancing duration was one of them. Hence, National Council of Teacher Education (NCTE) came up with new regulation in 2014 under which duration of B.Ed. and M.Ed. was increased from initial one year to two years. The new NCTE regulations are implemented all over the nation from academic session 2015-2016. However, the implementation of new NCTE norms has given a way to the debate on the credibility of increased duration of both the courses. The present paper will appraise the probable benefits and issues related with the increased duration of the pre-service teacher training programmes as per the NCTE Regulations 2014.

Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education

2018 ◽  
Vol 70 ◽  
pp. 1-11 ◽  
Author(s):  
Adrienne E. Barnes ◽  
Stephanie Simmons Zuilkowski ◽  
Dawit Mekonnen ◽  
Flavia Ramos-Mattoussi
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Digital single market - a new impetus on EU social policy?

2020 ◽  
Vol 338 ◽  
pp. 265-275
Author(s):  
Daniel Zimmermann
Keyword(s):  
Social Policy ◽  
European Commission ◽  
Single Market ◽  
Social Dimension ◽  
Social Rights ◽  
Reform Agenda ◽  
The Social ◽  
Digital Skills ◽  
Current Reform ◽  
Training Programmes

In July 2019 the new president of the European Commission, Ursula von der Leyen, presented her guidelines for the period of presidency 2019-2024. While most proposals perpetuate the current reform agenda, the focus on the social dimension of the single market is remarkable. Von der Leyen has not only announced the full implementation of the European Pillar on Social Rights, but also highlighted new investment in digital competences seen as a key to competitiveness and innovation of the European economy. This paper will discuss whether the dynamics of the digital single market could lead to a new impetus on EU social policy and on European funding of training programmes. Therefore, an overview of significant funding programmes promoting digital skills is given.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

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