Teacher-Education and the Learning Society

Autor/in	Goggin, Philip
Titel	Teacher-Education and the Learning Society - A View from UK.
Quelle	Aus: Life-long learning in European teacher-education. Osnabrück: COMPARE-TE European Network (1996) S. 93-104Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Lehrerausbildung; Bildungsanbieter; Fortbildung; Lebenslanges Lernen; Professionalität; Status; Europäische Union; Großbritannien
Abstract	The article is an analysis of some recent developments in teacher- education from the point of view of promoting a Learning Society. Teachers should be encouraged to see themselves as part of that Learning Society, it is argued, for two key reasons: a teacher committed to on-going learning will, by definition, be committed to continuing professional development through in-service training; pupils in schools will pick up the principles of life-long learning from teachers who are committed to these principles. Many principles are life-long education can be endorsed through the arrangements for part-time in- service degrees for serving teachers. We have singled out two aspects for special attention. Accrediting teachers' experiential learning encourages learning from practice. They review their own learning and see themselves as part of the process of research and discovery. Old definitions of worthwhile knowledge are challanged. Skills of life-long education are developed. Equally, in-service degrees can encourage teachers to redefine research to include themselves as members of the research community. We can help them to develop research methodologies which capitalise on the research opportunities they have. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)