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Author: Renate Schüssler
Publisher: Waxmann Verlag
ISBN: 3830947194
Category :
Languages : en
Pages : 208
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Book Description
Global migration movements are also reflected in classrooms. However, the professional re-entry of migrant teachers with and without a refugee background has been neglected for a long time. This publication, which was developed in the European project "International Teachers for Tomorrow's School" (ITTS), is dedicated to this question. In seven country contributions, the opportunities and challenges of returning to work in Belgium, Germany, Greece, Iceland, Poland, Slovenia and Türkiye are examined – for some of the countries, new ground was broken. It is shown which conditions favour, challenge or prevent a new professional start. In addition, the results of the cross-national ITTS study are presented, in which high satisfaction values are reflected among those teachers who succeeded in re-entering the profession despite many hurdles. Finally, the findings of the project are condensed into a series of hints and recommendations.
Author: Renate Schüssler
Publisher: Waxmann Verlag
ISBN: 3830947194
Category :
Languages : en
Pages : 208
Get Book Here
Book Description
Global migration movements are also reflected in classrooms. However, the professional re-entry of migrant teachers with and without a refugee background has been neglected for a long time. This publication, which was developed in the European project "International Teachers for Tomorrow's School" (ITTS), is dedicated to this question. In seven country contributions, the opportunities and challenges of returning to work in Belgium, Germany, Greece, Iceland, Poland, Slovenia and Türkiye are examined – for some of the countries, new ground was broken. It is shown which conditions favour, challenge or prevent a new professional start. In addition, the results of the cross-national ITTS study are presented, in which high satisfaction values are reflected among those teachers who succeeded in re-entering the profession despite many hurdles. Finally, the findings of the project are condensed into a series of hints and recommendations.
Author:
Publisher: BRILL
ISBN: 9004465006
Category : Education
Languages : en
Pages : 357
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Book Description
Good Teachers for Tomorrow’s Schools explores purpose of education, values in education and talents in education to map foundational, pedagogical and practical aspects of good teaching. It provides valuable research-based perspectives for scholars, teacher candidates, teacher educators and professional teachers.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264193227
Category :
Languages : en
Pages : 220
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Book Description
This report surveys teaching and learning conditions in 18 mainly developing countries - Argentina, Brazil, Chile, China, Egypt, India, Indonesia, Jordan, Malaysia, Paraguay, Peru, the Philippines, Uruguay, the Russian Federation, Sri Lanka, Thailand, Tunisia and Zimbabwe - and OECD countries.
Author: Alan Scott
Publisher:
ISBN: 9780908812684
Category : Teachers
Languages : en
Pages : 219
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Book Description
A collection of 12 essays about international and critical perspectives on teacher education, looking at the objectives of educationalists, politicians, economists, parents, teachers, and social critics. Aspects of teacher training in England, Australia, New Zealand, and the USA are explored, as well as essays on feminism, technology, and teachers in new environments.
Author: Eric C. Sheninger
Publisher: ASCD
ISBN: 1416623914
Category : Education
Languages : en
Pages : 279
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Book Description
Eric Sheninger and Thomas Murray outline eight keys to intentionally design tomorrow's schools so today's learners are prepared for success.
Author: Organisation for Economic Co-operation and Development
Publisher: OECD Publishing
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
Teachers for tomorrow's schools : analysis of the world education indicators.
Author: Vana Chiou
Publisher: Waxmann Verlag
ISBN: 3830996977
Category : Education
Languages : en
Pages : 552
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Book Description
Every day educators are presented with enlightening insights, questions, and encounters which reveal how students engage in learning, how new ideas can impact positively on student outcomes and how - when challenges are uncovered - there can be a sense of puzzlement where rethinking of pedagogical approaches is critical for student success. In this volume of Voices from the Classroom, "Contemporary Challenges in Education - Paradoxes and Illuminations", an international team of authors explores paradoxes, shares illuminations and invites you to reflect on educational practices to enhance pedagogy, scaffold learning and keep pace with educational advancements. This collection written by students, teachers, researchers and higher education instructors discusses education across all phases of learning. It explores issues such as instructional scaffolding in kindergarten, understanding transition through children's voices, youth participation in curriculum development of sex education, delivering crisis assistance to university students and staff in times of conflict in Ukraine, using augmented reality for transformative learning, co-creating university practices with staff and students, and how inclusive practices can help meet the needs of international postgraduate students. This comprehensive and diverse collection will have wide appeal for teachers, headmasters, stakeholders in the area of education and all those working in different educational contexts.
Author: United States. Department of State. Office of Media Services
Publisher:
ISBN:
Category : Educational exchanges
Languages : en
Pages : 36
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Book Description
Author: Virginia M. Jagla
Publisher: IAP
ISBN: 1641133252
Category : Education
Languages : en
Pages : 323
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Book Description
Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates’ future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction. It is through research that digs deep into these nuanced issues that we can learn more about the different characteristics of the experience that define service-learning and guide implementation. The preface provides an interview with Andy Furco, an early advocate of service-learning and noted leader who has fostered service- learning in K-12 and higher education throughout the United States and across the globe. Andy Furco’s commentary offers an historical overview of the field as well as how the field can advance, providing insights for those new to the field as well as those who have engaged in service-learning. The preface and thirteen chapters together provide empirical and conceptual support for including service-learning. Concurrently, this scholarship provides guidance for implementing service-learning in teacher preparation and in K-12 education. Interrelated themes include self efficacy, connections with communities, diversity, and program development in teacher education.
Author: Lauren Lefty
Publisher: JHU Press
ISBN: 1421438305
Category : Education
Languages : en
Pages : 335
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Book Description
Examining teacher education in an international context, this book captures the diversity of the world's educators. Many countries confront surprisingly similar challenges in preparing K–12 educators for success, while national contexts also make for surprising differences. In Teaching the World's Teachers, education historians Lauren Lefty and James W. Fraser and their contributors make a convincing case for approaching these shared challenges from a more global and historically minded perspective. Written by education scholars from eleven different countries—Argentina, Brazil, Catalonia-Spain, China, England, Finland, Ghana, Israel, Singapore, South Africa, and the United States—this book provides histories of teacher education reforms between roughly 1980 and 2020. The authors show how international trends that emerged during this period collided with national and regional contexts to produce unique teacher education systems in different nations. While in some countries the embrace of markets and competition led to a deregulation of the teacher preparation field, in others teaching became a highly regulated and centralized affair. At the same time, ideas and structural models cross borders and education leaders borrow from each other while reshaping plans in each place. Opening with a broad historical overview of global teacher education models beginning in the late eighteenth century, Teaching the World's Teachers argues that the field has long been characterized by cross-border connections—but shaped by geopolitical hierarchies of power. In an era when teacher quality is widely recognized as one of the most important factors in a child's education, this volume encourages dialogue among teacher educators and policymakers around the world. By understanding the context and contingency of where we have been, the authors hope that readers will walk away with a more empowered sense of where we are headed in the all-important task of teaching the world's teachers. Contributors: Kwame Akyeampong, Richard Andrews, Azeem Badroodien, Maria Inês G. F. Marcondes de Souza, Gustavo E. Fischman, James W. Fraser, Guangwei Hu, Arie Kizel, Jari Lavonen, Lauren Lefty, Wei Liao, Jason Loh, Silvana Mesquita, Hannele Niemi, Lily Orland-Barak, Paula Razquin, Carol Anne Spreen, Eduard Vallory, Yisu Zhou
