Teacher education around the world. Changing policies and practices.

Sonst. Personen	Darling-Hammond, Linda (Hrsg.); Lieberman, Ann (Hrsg.)
Titel	Teacher education around the world. Changing policies and practices.
Quelle	London u.a.: Routledge (2012), XIV, 200 S.Verfügbarkeit
Reihe	Teacher quality and school development series
Beigaben	Illustrationen; Literatur- und URL-Angaben S. [173]-193
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-415-57701-2; 978-0-203-81755-1; 978-0-415-57700-7; 978-0-415-57701-4
Schlagwörter	Australien; Beruf; Bewertung; Bildungsreform; Curriculum; Finnland; Großbritannien; Hongkong; Kanada; Lehrer; Lehrerfortbildung; Marktwirtschaft; Niederlande; Praxis; Professionalisierung; Qualität; Singapur; Theorie; Unterricht; Verantwortung; USA; Bildungsreform; Ontario; Internationaler Vergleich; Anerkennung; Mentor; Rekrutierung; Professionalität; Lehrer; Lehrerausbildung; Lehrerfortbildung; Junglehrer; Bildungsprogramm; Curriculum; Unterricht; Verantwortung; Marktwirtschaft; Beruf; Professionalisierung; Internationaler Vergleich; Anerkennung; Best-Practice-Modell; Bewertung; Praxis; Professionalität; Qualität; Rekrutierung; Standard; Status; Theorie; Mentor; Australien; Finnland; Großbritannien; Hongkong; Kanada; Niederlande; Ontario; Singapur; USA
Abstract	Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is this, what new policies and practices in teacher education have they developed and how do they support the changes? A number of European and Asian countries also top the list when it comes to providing high quality teacher education, but there is little information about what and how they are doing the work and how they have made changes. The [...] international contributors to this book describe the systemic policies and practices of teacher education in eight high-achieving countries and how they are dealing with teacher quality, equity, and the changing global society. Among the countries that are doing well - Finland, Singapore, the Netherlands, the UK, Hong Kong, Canada, Australia and the USA - there is an interesting diversity of policies and practices that support their changes in education, including: 1) emphasis on the preparation, induction, support and assessment of new teachers, 2) focus on teacher retention, teachers' professional knowledge and continuing professional development, 3) curriculum change and critical policies. In addition the chapters highlight the local cultural imperatives that influence and shape the preparation of quality teachers and make change both possible and problematic. [This book] examines what can be learned from the different countries, what policies and practices seem transferable; and which seem embedded in the particulars of the culture of the country. It describes themes that cut across all the countries, documenting not only what they are, but how the countries go about supporting and sustaining changes in teacher education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/4