Education and teacher education in Singapore as a high-performing school system

2020 ◽  
pp. 93-115
Author(s):  
Rita Z. Nazeer-Ikeda
Keyword(s):  
Teacher Education ◽  
School System ◽  
High Performing

scholarly journals The practical training of student teachers in New Zealand : an historical and critical survey

2021 ◽  
Author(s):  
◽  
K. M. White
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Student Teachers ◽  
School System ◽  
Personal Development ◽  
Practical Training ◽  
Present System ◽  
Critical Survey ◽  
Personal Qualities ◽  
Trained Teachers

Central to educational progress or even to the maintenance of an existing school system is a constant supply of adequately trained teachers. At no time has this been more apparent than at present whether we look overseas at Britain or America or at New Zealand where shortages of personnel are also acute.<br>The personal development and calibre of its teachers, the ideals they pursue and the training the recieve constitute the foundation upon which any system must be based. Included factors are:- the supply of entrants, the selection from these of applicants whose personal qualities are capable of modification and growth; the extension of their knowledge both academic and professional as well as the training that is undertaken in the schools.<br>It is to a survey of this last-named field of practical training that the following thesis is devoted. By a study of the background and development of teacher education in New Zealand from its origins in Britain upto the present, and through a critical review of the present system is it possible to drawn conclusions and make suggestions of value in future training in New Zealand?

scholarly journals Estágio Supervisionado II no ensino fundamental: uma experiência de atividade na aula de História com uso de jogos em uma escola municipal de Ananindeua/PA

2021 ◽  
Vol 5 (9) ◽  
pp. 148
Author(s):  
Eliandra Gleyce Dos Passos Rodrigues
Keyword(s):  
Teacher Education ◽  
Public School ◽  
School System ◽  
Public School System ◽  
Classroom Teaching ◽  
Teaching Methodology ◽  
History Teaching ◽  
The Public ◽  
School Teaching ◽  
The University

O trabalho tem como objetivo relatar a experiência vivenciada no espaço escolar, prática proporcionada pela disciplina de Estágio Supervisionado II, apresentando como resultados as principais atividades realizadas de observações, de regências e de intervenções em sala de aula. Entende-se que acompanhar a disciplina de História, no sistema público de ensino, é a forma pela qual a Universidade dialoga com o ensino da escola pública e proporciona mecanismos de preparação aos futuros professores. Através desse contato com a escola, que recebe os acadêmicos nas suas práticas de estudo, pesquisa e extensão, e de formação docente na área de História, busca-se também incentivar a promoção de metodologias experimentadas, a serem inseridas no ensino em sala de aula; como resultado deste processo de estágio é apresentado aqui a metodologia de um Quiz Histórico usado em sala de aula.Palavras-Chave: Relato de Estágio Supervisionado II; Sala de Aula; Ensino de História; Metodologia de Ensino. AbstractThis paper aims to report the experience in the school space, which was the supervised internship discipline II, presenting, as results, the main activities, observations and interventions performed in the classroom. It is understood that accompanying the discipline of History in the public school system is the way in which the University not only dialogues with the public school teaching, but also provides the mechanisms for the preparation of future teachers through contact with the school. The public school receives academics from the University for the practice of study, research and teacher education in the area of history, and encourages the promotion of methodologies to be inserted in classroom teaching. As a result of this internship process, we present here the methodology of a Historical Quiz carried out in class.Keywords: Supervised Internship Report II; Classroom; History Teaching; Teaching Methodology.

Teacher education in an urban school system

1972 ◽  
Vol 11 (5) ◽  
pp. 285-290 ◽  
Author(s):  
Charles E. Stewart ◽  
Helen A. Hart
Keyword(s):  
Teacher Education ◽  
School System ◽  
Urban School

NACOME: Implications for Teaching K—12

1976 ◽  
Vol 69 (6) ◽  
pp. 458-463
Author(s):  
Ross Taylor
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Advisory Committee ◽  
Mathematics Teacher ◽  
School System ◽  
School Mathematics ◽  
Education Teacher ◽  
Current State ◽  
Mathematics Program ◽  
K 12

The National Advisory Committee on Mathematics Education (NACOME) has done the field of mathematics education a service by its preparation of the NACOME report, “Overview and Analysis of School Mathematics, Grades K–l2.” I feel that the Mathematics Teacher is also doing a service by publishing reactions to the NACOME report from the perspectives of three institutions concerned with school mathematics—elementary/secondary education. teacher education, and Morris Kline. From the viewpoint of a person who has responsibility for the mathematics program in a large school system, I feel that the information and recommendations contained in the report are very useful. I believe that my colleagues who are teachers and supervisors will find that the report tends to support many of their opinions about the current state of mathematics education. The report is particularly refreshing to me because it confirms and documents many of the convictions I had previously held.

scholarly journals Nauczyciele etyki o swoich kwalifikacjach, kształceniu i doskonaleniu zawodowym

2018 ◽  
pp. 73-94
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Future Development ◽  
School System ◽  
Teacher Education Programs ◽  
Teaching Ethics ◽  
National Program ◽  
Education Programs ◽  
School Subject ◽  
Formal Requirements

This paper considers teachers of ‘ethics’, which is a relatively new curriculum subject in school education in Poland. The paper focuses on the assessment of formal requirements for ethics teachers and on the evaluation of teacher education for teachers of ethics in Polish schools. The paper includes analysis of the perspectives of teachers of ethics concerning the future development of teacher education programs. The paper reports on a study of the place of ethics as a curriculum subject and on the practice of teaching ethics in schools in Poland.The study derives from a larger project completed between 2014-2016 and entitled ‘Ethics in the Systems of Education in Poland and Selected Western Countries (Germany, United Kingdom, Spain, Portugal, France, USA, Norway, Finland)’. The project was implemented under the National Program for the Development of Humanities of the Polish Ministry of Science and Higher Education. The project was conceived as a contribution to educational research and knowledge on the teaching of ethics in the school system and to the building of ethics as a school subject in the Polish school system.

Quality Assurance for Teacher Education in Democratic Globalized World

2020 ◽  
pp. 188-208
Author(s):  
Liphie Precious Pereira
Keyword(s):  
Teacher Education ◽  
Quality Assurance ◽  
School System ◽  
School Level ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Critical Realist ◽  
Sociocultural Approach ◽  
Globalized World

In this chapter it is argued that when determining quality assurance in teacher education there is need to take into account not only what teachers are taught but also how they are taught. New perspectives on learning and teaching at school level and the changed nature of the role of the teacher form the basis for suggesting a focus on the “how” of teacher education in addition to or more than the “what.” It draws on research underpinned by a critical realist philosophy to demonstrate the changed nature of the school system and the need to adopt a sociocultural approach to learning and teaching in teacher education.

scholarly journals FACING THE PEDAGOGICAL CHALLENGE OF TEACHING UNACCOMPANIED REFUGEE CHILDREN IN THE SWEDISH SCHOOL SYSTEM

2015 ◽  
Vol 64 (1) ◽  
pp. 66-74
Author(s):  
Oleg Popov ◽  
Erik Sturesson
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
School System ◽  
Intercultural Competence ◽  
Social Inclusion ◽  
Education Programme ◽  
Immigrant Children ◽  
Refugee Children ◽  
Systemic Problems ◽  
Swedish School

The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. Key words: intercultural education, refugees, minors, teacher education.

scholarly journals APROPRIAÇÕES CURRICULARES NA REDE MUNICIPAL DE SERRA/ES

2019 ◽  
Vol 12 (28) ◽  
pp. 307-322
Author(s):  
Amarilton Cesar Nascimento Lima ◽  
Felipe Quintão de Almeida
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Professional Education ◽  
School System ◽  
Participant Observation ◽  
Espírito Santo ◽  
Official Curriculum ◽  
One Year ◽  
La Red ◽  
Espirito Santo

ResumoO estudo analisa como os professores de Educação Física da Rede Municipal de Serra (Espírito-Santo) se apropriam da referência curricular oficial para a construção da sua práxis. Em termos metodológicos, envolveu uma observação participante nos encontros de formação continuada da Rede pelo período de um ano e a realização de entrevistas com dez sujeitos que atuaram no processo de construção e implementação do currículo oficial. O artigo está organizado de modo a descrever a concepção desse currículo, a apropriação pelos professores e o papel das formações continuadas como importante fórum deliberativo de construção e implementação de uma política curricular. Conclui que esse processo é tenso, ambíguo, deve ser coletivo e contínuo, se a perspectiva for a ressignificação das práticas docentes.Palavras-chave: Currículo. Educação Física. Formação profissional. Apropiaciones curriculares en la red municipal de SerraResumenEl trabajo analisa como los profesores de Educación Física de la red municipal de Serra (Espírito-Santo) se apropian de la referencia curricular oficial para la construcción de su práxis. Metodologicamente, utilizó una observación participante en los encuentros de formación contínua de la red durante un año y la realización de entrevistas con diez sujetos que actuaron en el proceso de construcción e implementación del currículum oficial. El artículo está organizado de modo a describir la concepción de ese currículum, la apropiación de los profesores y el papel de las formaciones contínuas como importante fórum consultivo de construcción y implementación de una política curricular. Concluye que ese proceso es difícil, ambíguo, debe ser colectivo y contínuo, si la perspectiva es la resignificación de las prácticas docentes.Palabras-clave: Currículum. Educación Física. Formación Profesional. Curricular appropriations in the municipal school system in Serra AbstractThis paper analyzes how Physical Education teachers from the municipal school system in Serra (Espírito Santo, Brazil) appropriate the official curricular reference for the construction of their praxis. In terms of methodology, the study involved participant observation during the meetings of continuous teacher education for one year and conduction of interviews with 10 subjects involved in the process of constructing and implementing the official curriculum. The paper is organized in order to describe the curriculum conceptions, the appropriation of these conceptions by the teachers and the role of teacher education courses as an important deliberative forum for the construction and implementation of a curricular policy. It concludes that this process is tense, ambiguous, and must be collective and continuous if the perspective is to resignificate teaching practices.Keywords: Curriculum. Physical Education. Professional Education. 

scholarly journals Commentary: A Candid Look at Teacher Research and Teacher Education Today

2015 ◽  
Vol 8 (2) ◽  
pp. 49-57
Author(s):  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
School System ◽  
Teacher Research ◽  
Knowledge And Skills ◽  
Critical Part ◽  
School Work ◽  
Inquiry Stance ◽  
Education Today ◽  
The University

In this interview, Ken Zeichner describes the current changes and trends in teacher education and examines the university’s role in providing teachers with the necessary skills and knowledge. He advocates a model where the university, community, and school work together as partners to give teachers a more diversified set of knowledge and skills. This type of teacher education can be situated in the university, but it may be more effective if it takes place "outside of the bureaucracy and budget of both the university and the school system." Dr. Zeichner sees teacher research as a critical part of teacher development and firmly believes that each teacher should adopt an inquiry stance, where research is part of the practice rather than a separate activity. In conclusion, he states that, "…the old traditional forms of university-based teacher education…are not going to survive."

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