Teacher Education in Europe; Main Characteristics and Developments

Snoek, Marco; Žogla, Irēna

doi:10.1007/978-1-4020-8874-2_2

Cited by 16 publications

(8 citation statements)

References 5 publications

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“…PART 1 NATIONAL POLICIES AND QUALITY ASSURANCE FRAMEWORKS An analysis of minimum standards for teachers in several countries (Snoek et al 2009, Finnish Institute of Educational Research 2009 shows that most standards focus on basis competences in the teaching and learning process, while some standards address competences with respect to collaboration, innovation and reflection. In-service Master courses might on the one hand deepen specific competences that have been developed at the bachelor level or focus on the development of new competences.…”

Section: The Content Of Master Programs: the Secondary Role Of Teachersmentioning

confidence: 99%

Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore

Rasmussen

Bayer

2014

Journal of Curriculum Studies

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Certain common elements can be identified regarding teacher education programmes and their development in advanced knowledge-based economies, by which we mean nation states that are thoroughly reliant on knowledge production and communication for economic growth and the smooth running of institutions. They have their basis in three ideas. The first is the recognition that facts and principles that are acquired through the long process of systematic inquiry and stringent investigation and scientific analysis are increasingly essential for economic growth and social, technological and cultural development. The second is a recognition of the relationship between formal education (schooling) and economic production and the third is a recognition of the role of teacher education in respect to this relationship and the value of placing this education inside the modern university. These ideas can be expressed as follows (also Brante 2010, Beach 2011): Scientifically developed knowledge about teaching as a profession is necessary and desirable for the continuous improvement of professional knowledge for teachers, which is in its turn essential to guaranteeing the quality and consistency of critically reflective teaching, professional learning and school development.

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Section: The Content Of Master Programs: the Secondary Role Of Teachersmentioning

confidence: 99%

Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore

Rasmussen

Bayer

2014

Journal of Curriculum Studies

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“…It is clear from the above three themes that the relationship between teacher education and the school sector is crucial to understanding the field of interest, appreciating that teacher educators have on-going senses of professional responsibility to teachers and to school education (Murray, Swennen & Shagrir, 2009;Snoek & Zogla, 2009). The gap between teacher education institutes and schools is somewhat addressed through this extended notion of professional responsibility due to teacher educators becoming acquainted with school reality (van Velzen, Bezzina & Lorist, 2009).…”

Section: Modeling Learningmentioning

confidence: 99%

Promoting professional learning through ongoing and interactive support: three cases within physical education

Hastie

MacPhail

Calderón

et al. 2014

Professional Development in Education

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This paper reports on three cases where university professors have provided an on-going and interactive support system for teachers learning a particular curriculum and instructional model in physical education in their own schools. Each of these initiatives was grounded in the idea that previous efforts at professional development in settings outside of the school led to less than successful implementation of innovative practice once teachers returned to their own settings.The three cases provide a description of the rationale for professional development initiative, followed by a more extensive description of the professional development itself and its resultant outcomes. The third part of each scenario serves to highlight the challenges faced by the providers and the teachers during the course of the professional development. Three major themes (time, accessibility and modeling) are discussed in terms of the implications for professional development not only in physical education, but across subject areas.Word count = 147

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“…Such statements suggest that teacher educators are not identified as a distinct professional group by policy-makers, or researchers (John 2002), with their induction and professional development 'marginal topics on today's political agenda of most countries' (Swennen and Van der Klink 2009b, 1). Although substantial variation exists in the system, content, pedagogy and structure of teacher education across nations and the perception of a teacher educator's role (Snoek and Žogla 2009), teacher educators in general seem to be equated with good teachers (Murray and Male 2005;Smith 2005;Swennen and Van der Klink 2009a). However, a strong case can be made for teacher educators to be considered 'a unique occupational group with distinctive knowledge, skills and understandings' (Murray, Swennen, and Shagrir 2009, 29).…”

Section: Introduction: the Role Of Teacher Educatormentioning

confidence: 99%

A study of in-service teacher educator roles, with implications for a curriculum for their professional development

O’Dwyer

Atlı

2014

European Journal of Teacher Education

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Cataloged from PDF version of article.In-service educators have a crucial role to play in meeting the professional learning needs of teachers of the future, according to the Council of Europe’s ‘ET 2020’, although it is less clear what that role entails. This empirical study, undertaken in a university school of English language in Turkey, explores the everyday experience of a team of wholly school-based in-service educators and develops a model of their role based on an analysis of questionnaire, interview and focus group data. The results attest to the complexities of the in-service educator’s role, revealing them to be more than simply effective teachers. Catering for affective needs, coaching a broad range of clients, interpreting contextual variables and providing appropriate feedback represent some of the challenges in-service educators are facing in the research context, which set them apart and suggest important lessons for the development of an in-service educator training curriculum. © 2014, © 2014 Association for Teacher Education in Europe

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Teacher Education in Europe; Main Characteristics and Developments

Cited by 16 publications

References 5 publications

Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore

Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore

Promoting professional learning through ongoing and interactive support: three cases within physical education

A study of in-service teacher educator roles, with implications for a curriculum for their professional development

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