Developing Fundamental Principles for Teacher Education Programs and Practices

Autor/inn/en	Korthagen, Fred; Loughran, John; Russell, Tom
Titel	Developing Fundamental Principles for Teacher Education Programs and Practices
Quelle	In: Teaching & Teacher Education: An International Journal of Research and Studies, 22 (2006) 8, S.1020-1041 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2006.04.022
Schlagwörter	Teacher Education; Teacher Education Programs; Educational Principles; Teaching Methods; Foreign Countries; Student Teachers; Theory Practice Relationship; Australia; Canada; Netherlands + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Theorie-Praxis-Beziehung; Australien; Kanada; Niederlande
Abstract	Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers' needs and for their meager impact on practice. Many pleas are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked effectively. Although various attempts to restructure teacher education have been published, no coherent body of knowledge exists about central principles underlying teacher education programs that are responsive to the expectations, needs and practices of student teachers. By analyzing effective features of programs in Australia, Canada, and the Netherlands, this study contributes an initial framework of seven fundamental principles to guide the development of responsive teacher education programs that make a difference. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10