A Critical Analysis of Life-long Learning and its Implications for Teachers´ Professional Development.

Autor/in	Harvard, Gareth
Titel	A Critical Analysis of Life-long Learning and its Implications for Teachers´ Professional Development.
Quelle	Aus: Life-long learning in European teacher-education. Osnabrück: COMPARE-TE European Network (1996) S. 118-144Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Wissen; Problemlösen; Bildungspolitik; Experiment; Großbritannien; Lehrerfortbildung; Praxis; Wissen; Problemlösen; Bildungspolitik; Lebenslanges Lernen; Netzwerk; Europäische Union; Lehrerausbildung; Lehrerfortbildung; Experiment; Unterrichtsinhalt; Lebenslanges Lernen; Netzwerk; Praxis; Europäische Union; Großbritannien
Abstract	In this paper I will argue that some of the assumptions of life-long learning in teacher-education lack explicit models of learning. They also lack explicit models of knowledge acquisition. This seriously questions whether we know enough about changes in teachers´professional learning, particularly in the acquisition of pedagogical knowledge and competences of their effects on pupil learning. The purpose of this paper is to examine several of the basic decisions that need to be made on a salient feature of life-long learning, namely how it relates to and is constructed from an educationally relevant learning theory: ist boundaries, the kind of theory it should be, and what it should try to explain. (DIPF/orig.) theory it should be, and what it should try to explain. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)