Teacher Preparation for Primary School English Education: A Case of Vietnam

2013 ◽  
pp. 124-146
Keyword(s):  
Teacher Preparation ◽  
Primary School ◽  
English Education

scholarly journals HISTORYOGRAPHY OF THE OF DEVELOPMENT THE CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS IN THE UKRAINE (END OF THE XX – START OF THE XXI CENT.)

2021 ◽  
pp. 86-91
Author(s):  
T. DZHAMAN
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
School Teacher ◽  
Primary School Teacher ◽  
Scientific Analysis ◽  
History Of ◽  
Chronological Sequence ◽  
Definition Of

The article analyzes the views of scientists on the specified problem of study. It is specified that the problem of continuous primary school teacher training to work in the conditions of inclusive education that we studied is a certain chronological sequence of transformations of different visions and it is relevant to the sphere of scientific and pedagogical search. We made a scientific analysis of the studies and clarified the definition of some concepts. It is specified, that we understand the historiography of development the continuous primary school teacher training to work in a conditions of inclusive education as a totality of research scientific and pedagogical works directed on the study of the specified problem from the time of its actualization due to today and the main its task we see in the objective coverage of the history of the issue of continuous primary school teacher preparation to work in conditions of inclusive education with taking into account the transformation of the ideas and views on the problem, studied by us. We generalized the sources processed by us on the basis of the analysis in the historiographical dimension into the two groups: continuous primary school teacher training from the end of XX cent. due to today; The history of inclusive education in the Ukraine from the end of XX cent. due to today.

Building a “Lifetime Circle”: English Education in the Age of #BlackLivesMatter

2017 ◽  
Vol 53 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Maisha T. Winn
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Restorative Justice ◽  
English Education ◽  
Ways Of Knowing ◽  
Mass Incarceration ◽  
The United States

This article argues that, to prepare teachers in the era of #BlackLivesMatter, there must be a radical reframing of teacher education in which teachers learn to disentangle their teaching from the culture of Mass Incarceration and the criminalization of Black and Brown people in the context of the United States in their practice. Using a restorative justice paradigm, I seek to understand in what ways, if any, teacher training, specifically of English teachers, can address issues of Mass Incarceration and how teacher preparation can support preservice teachers to resist colonizing pedagogies and practices that privilege particular ways of knowing and being that isolate particular youth.

scholarly journals Initial Practical Training Trends of Primary School Teachers: The Private School Model. Comparative Study in Mediterranean Europe

2008 ◽  
Vol 8 ◽  
Author(s):  
Leoncio Vega Gil ◽  
J. María Hernández Diaz ◽  
Clementina García Crespo ◽  
L. Belén Espejo Villar ◽  
Bienvenido Martín Fraile ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Comparative Study ◽  
Primary School ◽  
Private School ◽  
Practical Training ◽  
Initial Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mediterranean Europe ◽  
Private Management

This paper analyzes from a comparative perspective the initial training of primary school teachers in four Mediterranean European countries (France, Italy, Spain and Portugal). These four countries present certain common characteristics of cultural, social, political and economic order, but also remarkable differences in their education systems and in their approaches to teacher training. This study focuses on practical training as a key element in teacher preparation, which often does not receive the level of attention it deserves. Training paradigms and their inclusion in private management and administration systems are also taken into account.

scholarly journals Exploring Community Philosophy as a tool for parental engagement in a primary school

2015 ◽  
Vol 2 (2) ◽  
pp. 39-48
Author(s):  
Charlotte Haines Lyon
Keyword(s):  
Action Research ◽  
Middle Class ◽  
Primary School ◽  
Social Mobility ◽  
English Education ◽  
Child Poverty ◽  
Parental Engagement ◽  
Doctoral Research ◽  
Research Cycle ◽  
Closing The Gap

Abstract In this paper, I will reflect on the initial reconnaissance, action, and reflection cycle of my doctoral research, exploring Community Philosophy as a tool for critical parental engagement in a primary school (Elliot, 1991). I will examine how I reflexively engaged with my influence on participants, which then significantly influenced the framing of, and the planning for, the second action research cycle. The challenges that the initial stages of my research have presented will be considered using Herr and Anderson’s five components of validity (Herr and Anderson, 2014). I then use the four Chronotopes of Research developed by Kamberelis and Dimitriadis (2005) to discuss the implications for my understanding of positioning, authenticity and transformation, and the resultant reframing of my research. In order to set the context for my research, I begin by giving a brief overview of my own interest in ‘democratic voice’. This is followed by an exploration of the current ‘closing the gap’ discourse in English education (OFSTED, 2013; Social Mobility and Child Poverty Commission, 2014; Wilshaw, 2013), to demonstrate how parental engagement has become individualised, lacks democratic voice, and often valorises middle class parents. Hence I will argue that there is a need for a more democratic and collective model of parental engagement, and make a case for justifying Community Philosophy as a possible model.

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