Recent Developments in Teacher Education in the United States of America

Abstract

Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: rst, to enrich the professional education of teachers by eliminating undergraduate teacher certi cation programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers.A ten-year follow-up report identi ed some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued speci cally for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population.

Are Fruits of Free Normal Education Policy Real or Mythical? A Critical Appraisal of the Free Teacher Education Policy Meant to Promote Rural Education in China

“…Secondly, rural children do not only need teachers growing up in rural areas to teach them but also teachers coming from cities. Only with "able, diverse, and committed" teachers in rural areas can rural children's horizons be opened up, can they get full development (Hallinan & Khmelkov, 2001). And yet the policy of FNE cannot guarantee this.…”

The Complex of School Change: Personal and Systemic Codevelopment

“…At this time in the United States, increasing efforts at school and teacher reform (Hallinan & Khmelkov, 2001;Little, 1993;Tyack & Cuban, 1995) are occurring simultaneously with increasing computer adoption (Cuban, 2001;Means, 1994). These forms of educational innovation are immersed in a technological and social milieu that is not static, but is changing rapidly (Adams, 1996).…”

“…Adding to this dilemma, critics of change point to the under-Preprint for journal Mind,Culture,and Activity Vol. 11,No.1. use of computer resources (Cuban, 2001), the disconnection between school reform efforts and technology adoption (Means, 1994), and the isolation between schools of education and the elementary and secondary schools whose teaching positions they fill (Hallinan & Khmelkov, 2001). …”

Sınıf Öğretmenlerinin Etkinlik Hazırlama ve Uygulama Süreçlerinin Değerlendirilmesi

“…Etkinlik temelli öğrenmeyi gerçekleştirecek öğretmenin, açık fikirli, kendini yenileyebilen, bireysel farklılıkları dikkate alan, uygun öğrenme yaşantılarını sağlayan ve öğrenenlerle birlikte öğrenen biri olması gerekmektedir (Selley, 1999). Etkinlik temelli öğrenmenin etkililiğini ve verimini artırmak, öğretmen eğitimini düzeltmek ve geliştirmekten geçmektedir (Hallinan ve Khmelkov, 2001). Etkinliklerin etkili bir şekilde hazırlanıp uygulanabilmesi için öğretmenlerin gerekli bilgi ve donanıma sahip olmaları gerekmektedir.…”