CONCEPTUALISING PRE-SERVICE TEACHER TRAINING PROGRAMMES THAT FOCUS ON SUPPORTING LEARNERS WITH SPECIAL NEEDS IN SCHOOLS

2018 ◽  
Author(s):  
Helen Dunbar-Krige ◽  
Jean Fourie
Keyword(s):  
Teacher Training ◽  
Special Needs ◽  
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.

Selection and Training of Teachers of the Gifted in the United States

1983 ◽  
Vol 1 (2) ◽  
pp. 60-64 ◽  
Author(s):  
Linda Addison
Keyword(s):  
United States ◽  
Teacher Training ◽  
Learning Styles ◽  
Special Needs ◽  
The United States ◽  
Specialist Training ◽  
Leadership Qualities ◽  
Training Programmes ◽  
And Training

Linda Addison examines the qualities which teachers of exceptionally able pupils should possess. She maintains that all pupils need ‘good’ teachers; teachers who are concerned with process rather than product, teachers who are creative, flexible, and have leadership qualities. However, she argues that teachers of exceptionally able pupils should be knowledgeable about the special needs and learning styles of these children and should receive appropriate specialist training. She concludes with a brief review of some teacher-training programmes in the U.S.A.

Assessing environmental competencies of primary education pre-service teachers in Spain

2018 ◽  
Vol 19 (1) ◽  
pp. 15-31 ◽  
Author(s):  
Olaya Alvarez-García ◽  
Jaume Sureda-Negre ◽  
Rubén Comas-Forgas
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Environmental Issues ◽  
Added Value ◽  
Content Type ◽  
Appropriate Treatment ◽  
The Difference ◽  
Spanish Universities ◽  
Training Programmes ◽  
Pre Service Teacher

Purpose In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teacher training curricula and learning programmes. Design/methodology/approach A specifically designed questionnaire was used in this study to analyse the environmental competencies of students in the final year of their degree in primary education in two Spanish universities. One of them had a highly environmentally oriented programme, and the other had a scarcely environmentally oriented programme. Findings Results show that no significant differences were observed in the results related to the greening level of the training programmes. Pre-service teachers have insufficient environmental knowledge, but with quite positive, responsible attitudes towards environmental issues, and pro-environmental actions that could be categorised as moderate. Results point to the need for further and better pre-service teacher training in environmental issues. Originality/value One of the main factors in the appropriate treatment of EE in schools is teacher training. Despite this principle being widely recognised, not all pre-service teacher training programmes adequately address EE. The added value of this paper is the comparison established between the students that followed a degree with a high impact of the environmental competences in its curriculum and another one that has very few references to these competences in the curriculum.

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