All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
In the first section an overall picture is given from the different types of teacher training, their certification and their developments.
In the second section two key‐issues in teacher training are discussed, particularly the different training concepts and the developments in teaching practice in schools. Specific attention is given to the training of the co‐operating teachers.
In the third section two of the author's research projects are reviewed: the first is a project on problems of beginning teachers, and the second a project on teaching practice in schools. 相似文献
Rapid expansion in the provision of schooling has kept up the demand for teachers, and there is still a shortage situation to which a full response cannot be made at university level, so that two‐year courses must persist for some time. Different Ministries will continue to be responsible.
The author provides a detailed analysis of the content of initial training; correct pedagogic induction is regarded as highly important, though a satisfactory allocation of time has yet to be reached. This problem is recognised by both Ministries responsible for teacher training, and important experimental work is under way.
In‐service training is highly important, both school‐based and externally provided; the various agencies are described. The training is available up to and including Doctoral level.
Many studies have been carried out of teachers and teacher‐training, and these help with the identification of current problems. These problems are frankly identified by the author, who offers a view of the directions to be followed.
Mieczyslaw Pecherski is Professor of Education at the University of Warsaw and Secretary of the Pedagogic Committee of the Polish Academy of Sciences. 相似文献
The system is aware of the need to promote a real change in the pedagogical‐educational approach to teaching and learning, and recent reforms have implemented structural innovations and have required changes in the teachers’ roles and functions.
The new professional profile of the teacher points out the need for initial and in‐service education and training; given the insufficient provisions available, in 1979 the Ministry of Education, in cooperation with OECD, has initiated a project for introducing PRESET pilot projects in a number of Italian universities.
The MPI/OECD Project has gone through a four‐phase preparation process, including a background report, a national seminar, feasibility studies, planning of pilot projects.
The basic ideas were to improve the scientific/cultural and methodological preparation of teachers: curricula of study must ensure an appropriate balance between scientific knowledge in a subject‐matter or in a discipline area and educational studies. Teaching practice is considered as essential all through the course of study.
Starting November 1983 the University of Bologna will start a PRESET course of study for primary school teachers as a joint activity between the Faculty of Education and the Faculty of Sciences.
Other projects are on study at other universities. 相似文献
Pedagogical historiography must now liberate itself from Prussian dominance and take a keener interest in the activities which took place away from the better‐known centres of reform.
The basically bipartite teacher training system for a tripartite school system has evolved into contradictory models of integration in the different federal states.
The Marxist‐Leninist view is that the quality of the teacher is central to the educational process. Consequently, the initial and in‐service training of the teacher are of paramount importance, and the Czechoslovak system aims at an integrated approach to the entire process. In this process, acquisition of ideological, as well as professional, maturity, is seen as essential. Equally, the teacher must master his chosen discipline (s) in the scientific sense.
Additionally, it is important that the teacher be able to participate actively in the community—in, for example, family education, health care and concern for the environment.
Against this background of goals, the author outlines the Czechoslovak institutional provision for initial training, conditions for enrolment and the process of obtaining a post, before providing an in‐depth examination of the country's provision of in‐service education. A final section emphasises the position of the teacher in society, and specifically in socialist society. The teacher is, quite simply, a key figure and teacher education has to be built around this fact.
Svatopluk S. Petrá?ek is Professor of Education and Director of the European Centre of the Charles University for Further Education of Teachers. 相似文献
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
“Distance learning” techniques, providing an alternative form of study based on multi‐media methods outside formal educational systems, have emerged in response to this new demand.
Within the sector of higher education the Open University of the United Kingdom is one of the most comprehensive distance learning systems.
Many requests have been made to the University for information on distance education and for advice and assistance in establishing similar ventures elsewhere. In response to these developments the University Senate has created recently a Centre for International Co‐operation and Services (CICS).
We give below information on the main functions of this Centre within the framework of the Open University activities. 相似文献
A 1981 reform extended the period of training to three years, but lower‐ and upper‐Secondary training, at University level, are still separate. A greater unity is desirable.
Three principles which should underpin all training are: a planned continuation into in‐service training, the development of practice‐oriented research, and (to allow of flexibility) a unit‐based approach. The length of study is important, since it has implications for maturation.
Finally, the author examines in turn each element in the range of skills, aptitudes and attitudes needed by the student teacher. 相似文献
_____ comprehensive and unified;
_____ able to take into account the particular possibilities of individual adult educators; and
_____ easily adjustable to the particular needs within the community.
Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere. 相似文献
— the contribution of educational establishments to the actualization of engineers' technological knowledge.
— the participation of industry in the precise definition of curricula.
— the contribution of engineering education to the industrial growth of developing countries. 相似文献
Ten countries ‐ Bulgaria, Cuba, Czechoslovakia, German Democratic Republic, Hungary, Mongolia, Poland, Romania, USSR and Vietnam participated in the work of the Conference.
The forthcoming issue of the international journal of the socialist countries Sovremiennaja Vysza Shkola (Contemporary Higher Education) published in Warsaw will be devoted to the works of this Conference.
We give below information on the main problems discussed during this meeting. 相似文献
There has existed, traditionally in Hungary, the two routes through teacher‐training familiar to many Western countries, characterised as the e'cole normale/university dichotomy. This has revealed a familiar problem: the older the age‐range for which the student is being trained, the less emphasis on pedagogy in the training.
Hungarian teacher education faces other problems. There is still a shortage of teachers, despite a high level of demand for training; demographic problems weigh heavily.
Attempts at finding solutions through mergers of institutions at different levels meet resistance, and the conflict of values from universities and teachers’ colleges echoes similar debates in, for example, France and Greece. The problems encountered raise a fundamental question: who should decide the nature of the teacher‐training programme: the specialist academics and pedagogues, or the employing community? In Hungary, the debate continues. 相似文献
The present basis of policy for special education in Norway is stated, and the author goes on to examine the needs of in‐service training in this field. The role of the Norwegian College of Education for Teachers of Vocational Subjects (NCETVS) is described, and the author examines also the developmental project based on Moholt and Brundalen Schools.
Particular attention is given to the role of evaluation in this project. 相似文献
subject oriented studies in a university,
recruitment by means of a state competitive examination which may be prepared in a university,
professional training in a training centre, including both subject oriented studies and practice periods in classrooms.
Preschool and primary teacher training includes two years at a university to obtain the required degree for competition and then two years in a college of education. Secondary level teacher training includes more years at a university as the level of competition is high. It takes at least three years to become a graduate, four years in the other case. But the preparation of the competition in itself requires more time for most people. When admitted to the competitive examination, the teacher has one year in a training centre.
This paper will present:
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the legal basis, curricula, content, structure and aims of practical studies at the two levels (preschool‐primary/secondary levels);
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the difference and convergence of thinking about practical studies at the two levels: the main principle seems to be that pedagogical and practice studies make up for a lack of theoretical knowledge, but that, consequently, they are not considered really useful for those who do have theoretical knowledge;
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the difficulties of achieving the official objective concerning an integrated training with links between theoretical studies and practice periods,
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an innovative approach to this problem by means of a case study which put into practice the hypothesis brought out in the research I have led at the INRP about primary school teacher training.
The organisational models and the place given to practice periods in the whole teacher education raise the problem of what is a professional teacher training and what is its aim. 相似文献
In examining this problem, the author focuses on the question of the goal aspects of teacher education. Examples from the Federal Republic identify some of the constraints affecting goal achievement; these include legalistic, traditionalist and socio‐economic constraints. The more open the society, the more visible are these difficulties.
The article then examines in depth five separate goal aspects of teacher training: the economic (income), social (status), formal‐legal (position), professional (everyday activity) and socio‐educational (system); these factors interrelate one to the other.
Some desiderata for the development of teacher education are identified. These include a view of the teacher as reformer, recognition of the realities of teacher employment, and also a realisation that the ‘school of tomorrow’ poses a challenge to ‘the school of today’. 相似文献
In‐service education is very important. Many courses are provided, although Secondary teachers do not have statutory rights to INSET release.
Recent examination of training for this sector has revealed a number of weaknesses, among them a tendency to compartmentalisation and the fact that university trainers themselves lack pedagogic background. The de Peretti Report is referred to.
The article concludes with a close examination of aspects of the theory‐practice issue, based on the writer's extensive experience. 相似文献
The term ‘distance education’ covers the various forms of study at all levels which are not under the continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning, guidance and tuition of a tutorial organisation.
(Holmberg,1977:9)
Distance education is education which either does not imply the physical presence of the teacher appointed to dispense it in the place where it is received or in which the teacher is present only on occasion or for selected tasks.
(Loi 71.556 du 12 juillet 1971)
Distance teaching/education (Fernunterricht) is a method of imparting knowledge, skills and attitudes which is rationalised by the application of division of labour and organisational principles as well as by the extensive use of technical media, especially for the purpose of reproducing high quality teaching material which makes it possible to instruct great numbers of students at the same time wherever they live. It is an industrialised form of teaching and learning.
(Peters, 1973:206)
Distance teaching may be defined as the family of instructional methods in which the teaching behaviours are executed apart from the learning behaviours, including those that in a contiguous situation would be performed in the learner's presence, so that communication between the teacher and the learner must be facilitated by print, electronic, mechanical or other devices.
(Moore, 1973:664) 相似文献