Literaturnachweis - Detailanzeige
Autor/inn/en | Tonga, Funda Eda; Eryigit, Sümeyra; Yalçin, Fatma Ay; Erden, Feyza Tantekin |
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Titel | Professional Development of Teachers in PISA Achiever Countries: Finland, Estonia, Japan, Singapore and China |
Quelle | In: Professional Development in Education, 48 (2022) 1, S.88-104 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Tonga, Funda Eda) ORCID (Eryigit, Sümeyra) ORCID (Yalçin, Fatma Ay) ORCID (Erden, Feyza Tantekin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1941-5257 |
DOI | 10.1080/19415257.2019.1689521 |
Schlagwörter | Professional Development; High Achievement; Preservice Teacher Education; Inservice Teacher Education; Beginning Teacher Induction; Program Content; Admission Criteria; Elementary Secondary Education; Comparative Education; Achievement Tests; Foreign Countries; International Assessment; China (Shanghai); Japan; Singapore; Estonia; Finland; Program for International Student Assessment Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Programmgestaltung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Singapur; Estland; Finnland |
Abstract | The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional development in each country were identified along with details of the admission requirements for teacher candidates, the induction process for new entrants to the profession, and how ongoing activities such as in-service training are facilitated. Common elements included quotas on the number of places available for pre-service training programmes, rigorous pre-selection and assessment of teacher candidates, and limited access to the profession for suitably qualified candidates with the minimum of a bachelor's degree. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |