The Teacher's Voice: Vocal training in teacher education

The voice is a basic tool in human communication and an important factor in a positive self‐understanding and identity, both for the teacher's sense of profession and for the pupils' ability to express themselves orally; two perspectives of great importance in the Norwegian National Curriculum. Voice disorders are common among teachers world‐wide and seem to be increasing. Voice problems influence the teachers' ability to teach effectively. An historical review illustrates the significance of the oral tradition in Norwegian teacher education. Against the background of recent studies that show that voice training courses given to different professional groups prevent voice disorders, a proposal is presented for the organisation of vocal training in Norwegian teacher education. The purpose is to emphasise the clear link between teaching and voice disorders and to focus on the prevention of voice problems among teachers by reintroducing voice training in teacher training.     

An analysis of the changing shape of initial teacher education and training in Wales since devolution

After a sustained period of relative calm, initial teacher education and training (ITET) in Wales has seen much change in recent times since devolution and all the indications are that this change agenda is likely to escalate in both the short and long term. In order to understand what has been happening in the ITET field in Wales, our paper sets out to achieve three things: first, it has contextualised the changing ITET, political, social and economic climate within Wales. Second, it has presented ITET data for Wales from the onset of devolution to the present time. Thereafter, these data have been compared and contrasted. Third, we have attempted to project our findings forward, albeit in an era which is increasingly difficult to predict given both the financial climate and “cuts” agenda. These latter aspects may result in the longer term, at best, to ITET in Wales becoming even further fragmented or reduced in numbers to, at worst, being decimated or changed forever from the more traditional scene which was apparent in both Wales and the rest of the UK since the Robbins Report aftermath in the late 1960s.     

The Politics of Reform of Teachers' Work and the Consequences for Schools: Some implications for teacher education

This paper argues that we are currently experiencing a debilitating overload of political interference and media hyperbole in respect of teaching and teacher education, and that much of this blitzkrieg amounts to a ‘political spectacle’ and blatant neo‐liberal ideology dressed up as rational analysis. The politics of disparagement being unleashed on public education, and by association teacher education, is intended to laminate over the real issue, which is a cultural war over what is officially allowed to constitute teaching and learning.     

论现代远程教育中教师地位及作用的变化

现代远程教育利用电视、计算机、网络等教育技术，师生时空分离、学生自主学习，是一种全新教学形式，因而教师在教学中的地位与作用发生了巨大的变化：从中心、主导地位退居到从属、辅助地位，由主角变成配角，由台前转到了幕后，由教学变为助学，即主要表现为教学中的指导、辅导、督导作用。认识这一变化，对把握现代远程教学的特点和规律，提高远程教学与人才培养的质量，促进现代远程教育的健康发展，具有重要的意义。     

对特殊教育师资培养的思考与建议

当前,我国特殊教育的发展却远远落后于经济发展。教师队伍建设是特殊教育发展的根本,我们要加强特殊教育师资的培养,努力提高特殊教师的基本素质,建立起一支高质量的特殊教育师资队伍。本文对当前我国特殊教育师资培养存在的问题进行了分析,并根据存在问题进行了思考,提出了解决问题的对策建议。     

Changing knowledge,changing technology: implications for teacher education futures

Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario creation. With a focus on the above themes or dimensions, a panel of experts was interviewed to draw on its collective wisdom to explore alternative teacher education futures. Data from these interviews were analysed to stimulate the construction of four future teacher education scenarios. Feedback on the scenarios was obtained from teacher educators in Europe and Australia. The scenarios were then revised based on this feedback. The final scenarios are presented here as a way of provoking discussion among teacher educators about teacher education futures.     

教师教育课程的变革历程与制度建设

那些被认为是教师必需的知识、技能以一种序列式的课程结构置于教师教育机构之中。为确保这些课程培养教师的有效性,课程认可(鉴定制度)得以发展。教师教育课程及其认可(鉴定)可以选择一种基于协商的课程建设的模式,以更好地适应教师的专业发展。     

终身教育与师资培训

终身教育和学习型社会的发展，对中小学教师的素质结构提出了新的要求。师资培训应围绕教师素质结构，选择培训方向和内容以及采取的相应措施。     

Literature review: The role of the teacher in inquiry-based education

Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of education in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based education in their classrooms and what are the reported outcomes?After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes.     

The role of the cooperating teacher in a school-based teacher education program: Benefits and concerns

A school-based teacher education program is described. The focus of this research is the cooperating teacher. Specifically, the role of advisor (cooperating teacher) and the benefits and concerns are examined. Twenty-three advisors completed a questionnaire related to the school-based teacher education program. The benefits were personal and professional development, time to work with specific pupils and plan programs, meeting new people and the pleasure of watching a student teacher develop. The concerns were time constraints and problems with poor student teaching performance.     

The changing agenda in teacher education in Papua New Guinea

This paper presents a critical analysis of, and a practical response to, teacher education imperatives shaping the politics, policy, structure and operation of Community Teachers Colleges in Papua New Guinea today. Present Papua New Guinea educational realities call for a rethinking of the political socialisation that has characterised Community Teachers Colleges in the past. The evidence suggests that the predominantly unreflective (basic skills/behavioural objectives), centralised approach which has come to characterise the administration of Teachers Colleges, inhibits the capacity of teacher educators for the now essential task of developing ‘critical and analytical thinking’ in relation to college governance and program development and delivery. The approach taken to professional development is that of the Papua New Guinea (Primary) Teachers College Lecturers Professional Development Project (1990-94), in which critical understandings are developed in relation to the current and emerging needs and demands on Teachers College graduates. The Project approach has been developed so that Project experiences can be transformed into a self-sustaining professional development cycle.     

Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education

Teacher education in Ethiopia has undergone multiple reforms, yet primary students still struggle to learn to read. The USAID-funded Reading for Ethiopia's Achievement Developed - Technical Assistance project aimed to reform the primary school curriculum and teacher education to improve instructional approaches to teaching reading and writing. We examine the process and effectiveness of the project's pre-service teacher education component. Impacts on teacher educator pedagogywere observed at Colleges of Teacher Education, including less lecturing and greater use of student-centered teaching and learning approaches. Sustainability depends on the government's efforts to invest in long-term solutions and promote student-centered pedagogy.     

The weakening role of education studies and the re-traditionalisation of Swedish teacher education

Research suggests that certain common policy presuppositions can be identified regarding teacher education programmes in advanced knowledge-based economies, most notably?the relationship between formal education (schooling) and economic production, and the role of teacher education in respect to this relationship. This article draws on the work of Basil Bernstein to engage theoretically and critique the nature of that evolving policy relationship within the context of Sweden. While the article concentrates on developments in one country, however, it is contended that the findings are symptomatic of a wider European or even global trend in which the scientific foundation of teacher education is under threat.     

The graduate diploma in physics and education: A teacher training initiative

In Victoria, students intending to become physics teachers must choose to study physics in the final two years of high school, and then for at least two years at tertiary level. For those who have not taken this route there has been little access to the study of physics at a tertiary level and to a career in physics teaching. The Graduate Diploma in Physics and Education at La Trobe University offers graduates who have not studied physics as part of their undergraduate degree an opportunity to train as physics teachers. Implementation of the diploma has entailed a re-examination of the content and teaching style of undergraduate physics. In this paper, the course structure as a whole will be outlined and the physics taught as part of the diploma described. The preliminary results of the on-going course evaluation will be presented. Specializations: Physics education, gender and science teaching. Specializations: Physics education.     

Making the grade: teacher training for inclusive education: A systematic review

The role of teacher training, as it pertains to the adoption of inclusive education (IE) (European Journal of Special, 22, 2007, 367), is critical in realizing and achieving truly IE environments. Literature often reports poor or inadequate training with regard to IE practices (Preparing Teachers of the Deaf for a Complex, Jacksonville, FL). The purpose of this review was to examine North American and Australian research regarding teacher training for students with disabilities (SWD) with the goal of informing best practice. Of the 27 reviewed studies, teacher training interventions reported positive outcomes and showed improvements in the areas of teachers’ attitudes/perceptions, knowledge, and strategies/skill development (Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 32, 2009, 166) regarding IE SWD. The researchers cautiously recommend the employment of workshop style approaches as they appear to have the capacity to tackle all three outcome variables concurrently and within the shortest timeframe. Our restrained recommendations for best practice are born out of the quality of evidence presented within the reviewed studies.