Elementary Teacher Education in the Top Performing European TIMSS Countries: A Comparative Study

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Autor/in	Sabrin, Mohammed
Titel	Elementary Teacher Education in the Top Performing European TIMSS Countries: A Comparative Study
Quelle	In: International Education Studies, 11 (2018) 4, S.152-162 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Elementary School Teachers; Comparative Education; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Teacher Education Programs; Pedagogical Content Knowledge; Teacher Role; Educational Research; Admission Criteria; Academic Achievement; Field Experience Programs; Teaching Methods; Knowledge Base for Teaching; Accreditation (Institutions); Teacher Salaries; Faculty Development; Case Studies; Europe; Germany; Finland; United Kingdom; Saudi Arabia; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pädagogische Kompetenz; Lehrerrolle; Bildungsforschung; Pädagogische Forschung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Schulleistung; Praxisnahes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Lehrerbesoldung; Lehrervergütung; Case study; Fallstudie; Case Study; Europa; Deutschland; Finnland; Großbritannien; Saudi-Arabien
Abstract	This paper analyzed elementary teacher education (hereafter 'TED') programs in the top performing European (TIMSS) countries to help inform future elementary TED policy in the Kingdom of Saudi Arabia. Methodological emphasis revolved around how much emphasis should be placed on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK). This study explored these questions while analyzing the elementary TED programs of Germany, Finland, and the U.K. relying mainly on peer-reviewed literature on these topics published between 2000 and 2016 in the English language. Three theoretical frames of reference, aside from TIMSS, were also analyzed during this process: whether the programs were consecutive or concurrent, the model of partnership followed between universities and institutions where field experiences took place, and the overall status and role of teachers in the society as categorized by career-based or position-based. It was found that the top performing European TIMSS countries usually: have consecutive and concurrent options; attract the top academic achievers into their programs; have strict filters for admission; provide very intensive TED experiences to their students focusing on practical and diverse field experiences; enforce students to major in at least one academic subject and place more emphasis on academic subject expertise than pedagogy; have challenging criteria (including exams and portfolios) for graduation from the program; have national accreditation institutes for unifying standards; their sponsor countries enforce various types of induction and professional development once in the field; and lastly these countries offer salaries competitive with other professions that require the same amount of years and training since they are usually career-based positions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01