Education of Teachers of Indigenous Students in Early Childhood Services and Schools. Discussion Paper.

Institution	Ministerial Council on Education, Employment, Training and Youth Affairs, Carlton South (Australia).
Titel	Education of Teachers of Indigenous Students in Early Childhood Services and Schools. Discussion Paper.
Quelle	(2001), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aboriginal Australians; Day Care Centers; Early Childhood Education; Educational Needs; Educational Quality; Educational Trends; Foreign Countries; Preservice Teacher Education; Standards; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Aborigines; Australia; Australien; Day care centres; Hort; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational need; Bildungsbedarf; Quality of education; Bildungsqualität; Bildungsentwicklung; Ausland; Lehramtsstudiengang; Lehrerausbildung; Standard; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	An Australian national task force examined a number of areas related to achieving educational equality for Australia's Indigenous peoples. This paper reviews recent and current efforts to raise the quality of initial teacher education and presents a draft set of professional standards for accomplished teachers of Indigenous students in early childhood services and schools. Chapter 1 summarizes the international and Australian policy context relating to changes in education in the last two decades and the pressures on teaching and teacher education to respond to changes in attitudes toward the fundamental purposes and functions of education, particularly social justice issues. The outcomes-based approach to schooling has the potential to improve the education and attainments of disadvantaged students, including Aboriginal and Torres Strait Islander students. However, realization of this potential depends upon appropriate preparation of preservice teachers. Chapter 2 examines difficulties that some Indigenous children experience in meeting national literacy standards, populations statistics, and national efforts to accelerate progress in Indigenous education. Chapter 3 discusses work undertaken in the United States, England, Canada, and Australia to improve teacher quality; describes the Quality Improvement and Accreditation System for day care centers; and presents five draft professional standards related to teacher commitment, knowledge base for teaching, teacher responsibility, reflective practice, and learning communities. Appendices present policy statements of related goals, principles, and standards. (Contains 22 references.) (SV)
Anmerkungen	For full text: http://www.curriculum.edu.au/mctyapdf/educationofteachersinecs.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC