VISCED: Final report on teacher training
Teacher training has a continuum that includes initial teacher education, induction and continuing professional development; it is closely connected to quality assurance and learning outcomes. This report covers all of these phases with detailed description of a range of offerings in different regions of the world. There are also variations due to the decoupling of the role of the traditional classroom teacher into a number of roles including the central complementary roles of one or more distant eTeacher(s) and adult(s) who facilitate student(s) aged 14-21. Recommendations include raising awareness of the importance and value of teacher training for many roles including staff working with an eCampus and in initial teacher education, as well as researching and developing effective teacher training suited to particular regions and clientele in Europe.
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Fickel L; Abbiss, J E (2017)In New Zealand, as in many western democracies, the continuing disparity in educational outcomes has resulted in a growing call for changes in teacher preparation to better support culturally diverse learners in ways ...
Scaffolding teacher learning: Examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners. Price, Gaylene (University of Canterbury. Educational Studies and Human Development, 2008)Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under ...
Lawry, Robert (2017)Since the 1990s there has been a strong movement towards mentoring induction programmes for both pre-service training and beginning teachers who are in their early years at a school. Despite the high uptake of this practice, ...