Recent changes in the context, content and processes of initial teacher education in England and Wales.

Autor/in	Horton, Angela
Titel	Recent changes in the context, content and processes of initial teacher education in England and Wales.
Quelle	Aus: Teacher education in Europe in the late 1990s. Umeå: TNTEE (1999) S. 175-190 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	TNTEE Publications. 2,1
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
Schlagwörter	Pädagogische Forschung; Bildungsstandards; Förderung; Vorschulerziehung; Schule; Schulinspektion; Spezialschule; Lehrer; Lehramtsstudent; Lehrerausbildung; Lehrerfortbildung; Leistungsmotivation; Begabtenförderung; Curriculumreform; Qualifikation; Promotion; Bewertung; Innovation; Inspektion; Qualität; Benachteiligtes Kind; England; Großbritannien; Wales
Abstract	This article starts with an overview of the complete system of teacher education in England and Wales. It follows a comprehensive description of initial teacher education from the viewpoint of changes relating to schools (i.e. OFSTED [Office for Standards in Education] inspections, teacher appraisal, national awards for teaching, setting up ' Beacon Schools', setting up specialist schools, schools within ' Education Action Zones', the appointment of 'Advanced Skills Teachers' in schools, base-line assessment of four and five year olds, the school curriculum, homework, management of pupil behaviour) and of changes in initial teacher education (i.e. national curricula for initial teacher education, assessment of student teachers, OFSTED inspection). Furthermore the article deals with continuing professional development (CPD), postgraduate and PhD levels and the role of research in teacher education. Finally the author sums up new needs and measures in teacher education. (DIPF/Kr.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)