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Author: Cyril Albert Richardson
Publisher: [Paris] UNESCO [1953]
ISBN:
Category : Education
Languages : en
Pages : 348
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Book Description
Author: Cyril Albert Richardson
Publisher: [Paris] UNESCO [1953]
ISBN:
Category : Education
Languages : en
Pages : 348
Get Book Here
Book Description
Author: Andy Green
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 376
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Book Description
Author: Harry Judge
Publisher: Symposium Books Ltd
ISBN: 1873927088
Category : Education
Languages : en
Pages : 287
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Book Description
‘Here is a book for our times: a study in three countries of the relationship between teacher education and the universities. An Englishman looks at France; a Frenchman at the USA and two Americans at England, with the whole introduced and rounded off by Harry Judge, who was also the interlocutor of France ... It is a notable addition to the Oxford Studies in Comparative Education.’ John Tomlinson, Director of the Institute of Education, University of Warwick, The Times Educational Supplement ‘... this is an outstanding book on several levels. ... it is a worthwhile read for audiences well beyond those directly involved in teacher education. It will be of particular interest to researchers and students of comparative education. At a time when politicians seem bent on importing educational practices from other countries, it reminds us that there are no easy “lessons” to be learnt through international comparisons and that we cannot suppose that what is identified as good practice in one country can easily be imported elsewhere without taking into account the cultural context within which it is successful.’ Marilyn Osborn, University of Bristol, Comparative Education ‘The book is beautifully and engagingly written, enlivened by the authors’ efforts to make sense of that which is foreign to their personal educational experiences. The narratives are rich in detail and insights about the forms of teacher education and the cultural logic of their suitability. The chapters provoke “thought experiments” of a kind that are suggestive of outcomes for university-based teacher education if reforms currently proposed in one nation prove to be similar to long-standing practices in the others.’ Frank B. Murray, University of Delaware, Comparative Education Review The work recorded in this book was undertaken over four years, with support from the Spencer Foundation of Chicago and under the direction of Harry Judge of the University of Oxford. Michel Lemosse teaches at the University of Nice, and Lynn Paine & Michael Sedlak at Michigan State University.
Author: Geoff Whitty
Publisher: Symposium Books Ltd
ISBN: 1873927975
Category : Education
Languages : en
Pages : 290
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Book Description
In the English-speaking world, university Schools of Education are usually heavily involved in the professional preparation of teachers. Yet, in England and the USA in particular, the role of universities in teacher education has increasingly seemed under threat as alternative providers of training have come on the scene, often with the overt encouragement of governments. This book, which is based on a project that explored how the study of Education is configured in different countries, makes visible the different knowledge traditions that inform university teaching and research in Education around the world. The extent to which these are related to the training of teachers is shown to vary historically and comparatively. The book consists of a substantial introduction by the editors, which identifies 12 major knowledge traditions in the study of education, and classifies these as Academic Knowledge Traditions (such as Sciences de l’Éducation), Practical Knowledge Traditions (like that practised in Normal Colleges) and Integrated Knowledge Traditions (including the currently fashionable concept of Research-informed Clinical Practice). This introduction is followed by contributions on the nature of Education as a field of study in six countries – Australia, China, France, Germany, Latvia and the USA – authored by established experts from each of those jurisdictions. There are also chapters that provide useful conceptual frameworks for understanding the dimensions on which the various traditions in the study of Education differ, as well as those that compare the nature of Education along specific dimensions in different countries. The book concludes with a discussion, in the light of these contributions, of future prospects for the field of Education. The book will appeal to students, teachers and researchers in Education and is intended to encourage less parochial thinking about the nature of Education as a field of international study.
Author: Ivor Morrish
Publisher: Routledge
ISBN: 1000639770
Category : Education
Languages : en
Pages : 286
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Book Description
First published in 1972, this book aims to provide an introduction to the teacher, or teacher in training, to society and its relationship to education. Although very much a product of its time rather than an instructive text for teachers in the 21st century, this work will be of interest to those studying the evolution of the study o
Author: Joy Palmer
Publisher: Psychology Press
ISBN: 9780415224093
Category : Biography & Autobiography
Languages : en
Pages : 320
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Book Description
Looks at fifty of the twentieth century's most significant contributors to the debate on education. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.
Author: C. A. Richardson
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Shlomo Back
Publisher: Springer Science & Business Media
ISBN: 9460918522
Category : Education
Languages : en
Pages : 250
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Book Description
This book deals with commonly reported accusations about the nature of teacher education based on arguments and disagreements about what teacher education should do, how it should do it and what it should produce in its graduates. Much of these accusations are on out of date or obsolete ideals of the "good" teacher. It is a philosophical exploration of the crisis in which teacher education finds itself in the world of neo-liberal capitalism, privatization, accountability, consumerism and globalization. The book develops a meta-theory of teacher education which analyses three major approaches to teacher education (Enlightenment, Romanticism, and Belief-Oriented programs), each of them suggest a different epistemological and ethical world-view. Accordingly, each of them lead to a different vision of teachers' identity, and inform different type of programs of teacher education. While critically discussing how each of the three approaches is manifested in various Teacher Education programs, the book proposes a new synthesis arising from them. Although seemingly contradictory, they can be seen as various aspects of a more "balanced", multifaceted and adequate ideal of a better way to prepare teachers in the present era. Ways of Learning to Teach is a tribute to the work of teacher educators and is informing for anyone who is interested in teaching and learning in the 21st century. This is a compelling book that brings together a number of conflicting (and often taken-for-granted) views of teacher preparation in ways that helps to makes sense of the complex enterprise that is teacher education. Back offers an interesting and thought provoking way of understanding criticisms about teacher education and offers a positive and productive way forward. This book is a must read for teacher educators.
Author: Edward Samuel Evenden
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 158
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Book Description
Author: Francois Orivel
Publisher: Bloomsbury Publishing USA
ISBN: 031300563X
Category : Education
Languages : en
Pages : 296
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Book Description
Written by scholars and professionals from such organizations as the Council of Europe and the European Community, this volume provides a comprehensive examination of education throughout Europe. The particularities of national educational systems are of necessity within its purview, but overall organization of the volume reflects such thematic and regional concerns as the impact of social and economic integration on education, the modification of educational structures and curricula following the demise of communism in Eastern Europe, degree equivalency, the financing of educational change, privatization, the impact of migration and immigration, national concerns, intercultural education, and multiculturalism. The volume's experts discuss European education's common heritage and the distinct national traditions it preserves. They deal with the interpretations of European education systems put forward in the shape of educational theories or reform-oriented programs, policies, and ideologies, as well as with the social actors, forces, and movements that have fuelled reform. The book's chapters also address the challenges European education has to face as a consequence of processes of change occurring at multiple levels: at the levels of cultural values, socio-political reconstruction, intercultural migration, supra-national integration, and ongoing global interconnection.
