Health education in initial teacher training at secondary phase in England and Wales: current provision and the impact of the 1992 government reforms

1998 ◽  
Vol 57 (4) ◽  
pp. 360-373 ◽  
Author(s):  
Sue Walsh ◽  
Sylvia Tilford
Keyword(s):  
Teacher Training ◽  
Health Education ◽  
Secondary Phase ◽  
England And Wales ◽  
Initial Teacher Training ◽  
Government Reforms ◽  
The Impact ◽  
Current Provision

scholarly journals „Teachers as the Greatest Value of Our Nation” – Rhetoric, Practice and Effects of „reform” of Teacher Training in England and Wales

2018 ◽  
Vol 41 (1) ◽  
pp. 115-150
Author(s):  
Eugenia Potulicka
Keyword(s):  
Teacher Training ◽  
Schools Of Education ◽  
Training School ◽  
England And Wales ◽  
Initial Teacher Training ◽  
Troops To Teachers ◽  
Academic Teachers

SummaryInitial teacher training in England and Wales is radically reformed since the 2010 year. Many new ways of training were introduced, namely: School-Centered Initial Teacher Training, School Direct, apprenticeship, Teach First, Troops to Teachers and others. The role of universities in teacher training is severe diminished with many implications for the quality of teachers and teaching as well as for the identity of academic teachers, their role and the lack of stability. Of course those changes have a lot of implications for universities, especially for their Schools of Education. Some of them disappeared.

scholarly journals Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

2019 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Otilia Martí ◽  
Laura Portolés
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
The Netherlands ◽  
Student Teachers ◽  
Primary Education ◽  
Teaching Approach ◽  
Initial Teacher Training ◽  
English Only ◽  
Practitioner Perceptions ◽  
The Impact

In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

The Impact of Teacher Training on Utilization of Problem-Based Learning in Classroom Health Education

2002 ◽  
Vol 33 (5) ◽  
pp. 258-264 ◽  
Author(s):  
Katharine H. Hendrix ◽  
Gregory E. Gilbert ◽  
Lisa Kozlowski ◽  
Elizabeth Bradley ◽  
Linda Austin ◽  
...  
Keyword(s):  
Teacher Training ◽  
Health Education ◽  
Problem Based Learning ◽  
The Impact

scholarly journals The Impact of Socrative Exit Tickets on Initial Teacher Training

2021 ◽  
pp. 1-9
Author(s):  
Jesús Paz-Albo ◽  
José María Ruiz Ruiz ◽  
Ricardo Bernárdez-Vilaboa ◽  
Pilar Huerta-Zavala ◽  
Aránzazu Hervás-Escobar
Keyword(s):  
Teacher Training ◽  
Initial Teacher Training ◽  
The Impact

scholarly journals Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Maria João Macário ◽  
Cristina Manuela Sá
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Collaborative Work ◽  
Work Practices ◽  
Online Forums ◽  
Initial Teacher Training ◽  
Collaborative Environment ◽  
Didactic Knowledge ◽  
The Impact ◽  
The Relationship

A study was developed with students from a professional master’s degree. The aims were: i) to identify their representations of collaborative work (by means of a questionnaire and an individual written assignment); ii) to understand the impact of these representations on the use of collaborative work practices in online forums (through a questionnaire and messages posted in the forum); iii) to understand how the use of collaborative work in online forums contributes to the construction of didactic knowledge when addressing the issue of spelling (through messages posted in the forum and didactic tools designed by the groups); iv) to understand the contribution of this knowledge to the creation of didactic tools when addressing spelling. Results show the relationship between the appreciation of (and failure to appreciate) collaboration and its use in a collaborative environment, which impacts on the knowledge constructed and therefore on the didactic tools designed by the students.

Assessment for Learning Regarding the Strategy of Rhetorical Competence Development in Initial Teacher Training

2020 ◽  
pp. 193-213
Author(s):  
Rata Iulian ◽  
Birnaz Nina ◽  
Elena Aurel Railean
Keyword(s):  
Teacher Training ◽  
Learning Strategies ◽  
Assessment For Learning ◽  
Competence Development ◽  
Digital Textbook ◽  
Initial Teacher Training ◽  
Starting Point ◽  
Higher Institutions ◽  
The Impact

Over the past decade, the need for successful learning strategies in initial teacher training has become increasingly clear. One of these strategies focuses on rhetoric competence development. The main point of the strategy is the assessment for learning. This chapter investigates the impact of assessment for learning on learning outcomes in the process of rhetoric competence development and their feasibility within initial teacher training. The starting point is instructional dynamic and flexible strategy. This strategy made notable progress with respect to digital textbook. However, there continues to be gaps in the literature examining the extent to which successful learning strategies are being assessed. This problem has begun to take a place on the agenda within higher institutions. It was observed that to date there has been little effort to bring together the effective procedures around the purpose of equipping students with successful learning strategies to learn for the long term. This chapter closes this gap.

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