Restructuring Teacher Education, the National Interest and Globalisation (original) (raw)
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Changing context of teacher education in the global scenario
Teacher education is a global profession that needs to be understood properly. It is essential to grasp a global perspective of the profession as it is today, to make assumptions about it in the near future and to utilize the best thinking and instructional models available in the present times. Professionally, powerful teaching is very important and increasing in our contemporary society as a result of the steam of dynamic initiatives of human development and evolution. Due to these developments and evolution, standards of learning would be higher in the 21st century than it has been in the 20th century. As a result teachers would need to acquire additional knowledge and skills, both general and specific, to be able to survive and be successful in the 21st century school environment. Education has increasingly become important to success of both individuals and nations. Growing evidence demonstrates that, among all educational resources, teachers' abilities are especially critical contributors to students' learning and consequently the success of a nation to advance in its economic, social and political spheres (Darling-Hammond, 2006). 1. Dynamic teacher education and training in the 21st century globalised world For dynamic teacher education and training in the 21st century globalised world, teacher education and training institutions must design programmes that would help prospective teachers to know and understand deeply; a wide array of things about teaching and learning and in their social and cultural contexts. Further more, they must be able to enact these understandings in complex classroom situation serving increasingly diverse students. If the 21st century teacher is to succeed at this task, teacher education and training institutions must further design programmes that transform the kinds of settings in which both the novices and the experienced teachers teach and become competent teachers. This signifies that the enterprise of teacher education and training must venture out further and further and engage even more closely with schools in a mutual transformation agenda with all the struggles involved. Importantly, the teacher education and training institutions must take up the charge of educating policy makers and the general public about what it actually takes to teach effectively both in terms of knowledge and skills that are needed and in terms of the school contexts
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Global education reforms and the new management of teachers: A critical introduction
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Globalisation and Teacher Education Curriculum
Education is for the development of an individual. In the present era of borderless nations and society, education has to cater to the needs of the rapidly globalizing world. This paper determines the perspective of teacher trainees for changes in the present curriculum of B.Ed for preparing globally competent teachers. For this a sample of 50 pre-service female teacher trainees, studying in B.Ed course, were selected through random sampling technique from a university in NCR region. The data was collected through focused group discussion and structured interview of teacher trainees. The results suggest that the teacher education curriculum should include , use of technology for teaching, basic concepts of one foreign language , inclusion of comparative education and atleast one teacher trainees and teacher educator exchange program from another nation in an year.
Teachers Training, a Crucial Approach in the Area of Change
An opinion regarding the necessity for reconsideration of the system of teachers' training in Europe, and maybe not only, is presented. The educational reforms, existing in almost all educational systems in the world, show that it is important to adjust the education to the new dynamic requests of an extremely dynamic society. This is possible only if the main "actor" in education area is a properly trained professional. We suggest there should be developed a European strategy for teachers' training, starting with the final point: a clear but adjustable in time, "competence profile". The literature of the last decades presents a lot of preoccupations about the "manager profile" even in the area of education. The teacher is a manager too, an educational manager, with the same main necessary competencies everywhere in the world, especially now when the world seems to be so tiny. When it is clear where we should arrive, imagining the ways becomes an easier issue.
Teacher Education and Its Management in the Era of Globalization
International Journal of Research in Commerce, Economics and Management, 2015
Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process that is an inevitable phenomenon in human history that's been bringing the world closer through information, knowledge, culture and exchange of goods. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on education to make the children global students, who can study anywhere in the world work anywhere in the world. To produce such kind of students who are aware in every aspect, teachers have crucial role to play. Teachers should be provided with the world class training. To prepare teachers to teach in the context of globalization is the job of teacher education programs, which like the other educational institutions they have been traditionally oriented to their local contexts. "The culture of teacher education is local and therefore has advanced policies that serve the neighborhood institutions but not the needs of future citizens of today's globalized world" (Longview Foundation, 2008), and consequently, "teacher training programs are often among the least internationalized programs. In addition, in India, teacher education already faces a multitude of different pressures. To change this culture is not easy. Any cultural change takes determination, time, and effort. The current political environment of education and teacher education makes the change even more difficult. This paper is an attempt to analyze some aspects related to teacher education and its management to make global citizen.
Internationalization of teacher education
PROSPECTS, 2012
Internationalization of teacher education has been a potential issue in comparative education since its early days when scholars such as Jullien de Paris (1775-1848) saw educational transfer as a desirable process. Jullien believed that educational comparisons would ''give birth to the idea of borrowing from one another what […] is good and useful'' (Fraser 1964, p. 46). And since its foundation, UNESCO has aimed at supporting good practices in education and teacher education around the world. Working with the International Labour Organization to generate ''Recommendations Concerning the Status of Teachers'' (ILO/UNESCO 1966), UNESCO established a common reference point that remains relevant in discussions of teachers' work at the local, national, and international levels. The document provides definitions, principles, and guidelines related to teachers' preparation, continuing teacher education, and rights and responsibilities as members of the profession. Moreover, it sets international standards for a wide range of issues, which relate to the most important professional, social, ethical, and material concerns of teachers, including their education. Ever since, UNESCO has also supported the provision of training materials in the area of teacher education and worked to improve the management of teachers through the enhancement of national and comparative teacher data. Furthermore, the importance of teachers and teacher education has substantially increased in the past few years. A first reason is the growing need for qualified teachers to reach the Education for All (EFA) goals by 2015. But teacher shortages are not only an issue in developing countries, where achieving the EFA goals is most challenging. Many western countries also face problems in recruiting, training, and retaining sufficient qualified teachers. A second reason why well-trained teachers are so significant in current discussions on education is the increased awareness that teachers are one of the most important factors in quality education, if not the most important. This awareness places the issue of training and educating teachers in the limelight. A third reason is the fact that teachers are the most expensive factor in the provision of education, which puts the quality of teachers' work under increased public scrutiny.
This report provides a review of current research and innovative programs and practices as viewed from an international perspective. To develop these volumes, the International Council on Education for Teaching (10ET) invited educators from Africa. Asia and the Pacific, Europe, the Middle East, South America, Central America, and the Caribbean to address teacher education and school reform. The tileme was supported by plenary sessions and research-based paper presentations focusing on four topics: (1) enhancing values in school reform to promote democratic values and practice and develop a democratic pedagogy of school renewal; (2) fostering partnerships in school reform between schools and universities, with professional development schools, between.professional and public schools, and between centers of educational development and public schools; (3) preparing teachers for school reform through innovations in preservice teacher education and their likely impact on schools; and (4) capitalizing on international collaboration for school reform by identifying national, regional, and international efforts for achieving school reform. These volumes outline key issues confronting educators and suggest successful strategies and practices for educators to model in pursuit of quality teacher education and school reform on the local, national, and international level.
Restructuring Teacher Education. Fastback 325
1991
This booklet focuses on reform of the professional portion of initial teacher preparation. Following an introduction entitled "Professional Education Under Attack," the booklet is organized into three sections. The first section evaluates the validity of four common criticisms of professional education of teachers, including those made by proponents of the academic reform model. These criticisms include claims that education courses are vapid, segmented, impractical, and directionless. The second section presents three reform proposals: the academic model; the research on teaching model, associated with the knowledge-base movement of the 1980s; and John Goodlad's collaborative model. The discussion of the models includes the extent to which these three proposals address the four common criticisms of professional study. The third section speculates about the kind of structural reform in teacher education that seems desirable and feasible in light of the characteristics and underlying assumptions of the three reform models. Whether a collaborative approach can bring together the forces that are currently divided is problematic, but, it is concluded, such a development may well be the best opportunity to retain and renew professional education for teachers. (Contains 46 references.) (LL)