Professional Development of Teachers in PISA Achiever Countries: Finland, Estonia, Japan, Singapore and China

Autor/inn/en	Tonga, Funda Eda; Eryigit, Sümeyra; Yalçin, Fatma Ay; Erden, Feyza Tantekin
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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