Teacher Education in Israel: the present situation

After presenting the essential principles relevant to the education of teachers, according to which the Israeli educational system is organised, the article examines teacher education patterns in the various institutions in Israel. These are divided into institutions for the education of teachers in nursery schools and elementary schools run by the State, and schools of education in the universities which train teachers for secondary schools.

Ideological concepts divide the institutions of both kinds into those that train teachers for religious and non‐religious nursery schools and elementary schools.

The teacher training institutions in Israel (together with the whole educational system) have been immersed, during recent years, in a process of reform which reflects the changes that Israeli society has undergone since the establishment of the State.     

The Contribution of Educational Sciences to Primary Teacher Training in Greece

In view of the elevation of the primary teachers’ training in Greece to a university level, this paper reports on one aspect of those teachers’ training in the existing primary teachers training institutions, that of the curriculum structure.

The effectiveness of their training was investigated by means of a questionnaire, answered by a sample of 324 experienced primary teachers.

According to the results, the Greek primary teachers seriously question the structure and content of the curriculum in the primary teachers training institutions (the Pedagogical Academies), since it contributes to the training of a type of teacher whom neither they want nor the society needs. For an improved and more effective primary teachers’ training scheme they proposed the focusing of the curriculum on the educational sciences.     

A mass observation study of student and teacher behaviour in British primary classrooms

A large scale observational study by educational psychologists of 141 UK primary classrooms used a partial interval time‐sampling observational schedule to record the frequency and type of verbal behaviour of teachers and whether students were “on‐task” (following the teacher’s directions) or “off‐task” (not following the teacher’s directions).

Results were analysed and comparisons made between lessons that followed National Literacy Strategy or Numeracy guidelines and those that did not; between schools from different geographical contexts, e.g. rural or inner‐city; between classes where there was one, or more than one, adult present; between schools with different percentages of free school meals; and between a.m. and p.m. lessons.

A range of findings included higher rates of students being on‐task than found by previous studies, and correlations between high on‐task rates and teachers who used high levels of verbal behaviour including positive academic feedback. Teachers used three times more verbal approval for desired social behaviour in the classroom than has been reported in previous studies. It was found that teachers verbally interacted more with students during National Literacy and Numeracy Strategy lessons but that this did not lead to statistically significantly higher on‐task rate. Similarly, teachers in inner‐city schools interacted more with students, but on‐task rates in inner‐city schools were not significantly higher. Reasons for this effect are discussed.     

Alternatives pour la formation des enseignants: deux expériences en Grèce du nord

The author analyses two experiments with alternative forms of training of teachers of modem languages, carried out in Greece in 1982 to 1985. Examining first the ideology of training, she first calls in question some basic assumptions concerning teacher models and the processes of training, which risk perpetuating traditional, teacher‐taught, attitudes. The concept of training is set against that of teacher autonomy; the rigidity suggested by ‘training’, it is suggested, can be counter‐productive. The approach adopted in the experiments described has been that of maximising autonomy.

The first experiment extended over three years, commencing 1982. It aimed at reestablishing the theory‐practice link, in the hope of bringing into being a ‘teacher‐researcher’. The strategies adopted are described, with an emphasis on the multiplier effect of the first group on return to their schools, and with a subsequent extension to initial training as well as in‐service. Despite difficulties, positive results were achieved.

The second experiment commenced in 1983 and drew upon the existing project. It aimed at the production of new curricula and evaluation methods, and upon new curriculum materials. Teachers were actively involved in the process, their involvement being essential in the eyes of the project team. The experience was highly innovatory, leading to a complete restructuring of class activities and to the emergence of new pupil‐teacher relationships, and of a new learning transaction.     

Imagining inclusive teachers: contesting policy assumptions in relation to the development of inclusive practice in schools

In this article we reflect on data from two research projects in which inclusive practice in the educational system is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these projects. The examples discussed in this article draw on experience in Lao People’s Democratic Republic (PDR) and Bangladesh, critically exploring teachers’ roles, position and agency in practice. Similarities and differences rooted in cultural, political and institutional contexts highlight in a productive way the significance and potential dangers of policy assumptions about teachers within the process of development.

From Bangladesh, a success story is presented: the case of a group of primary and junior high schools with formal and non-formal characteristics facilitate the inclusion of young people who were previously outside the education system. In these schools, the institutional context for learning appears to sustain teachers’ commitment and motivation. These data suggest the importance of the institutional context to teachers’ practices, and raise questions about approaches to teacher development which omit consideration of that context by, for example, focusing inadvertently on features of individual teachers.

We then consider teachers’ responses to the movement for inclusive education in a primary school in the Lao PDR since 2004. Inclusion here was understood to require a significant shift in teacher identity and a movement away from authoritative pedagogy towards the facilitation of a pedagogy which aimed to encourage the active participation of all students. Through a longitudinal study of teachers in one school, the conditions for such change were identified and again cast doubt on some of the assumptions behind large-scale attempts at teacher development. Reflecting on these experiences and the evidence they provide, we suggest that teacher development programmes are more likely to be effective where teachers are considered not as individuals subject to training but as agents located in an influential institutional context.     

Patterns of Teacher Education in Italy

An outline of the organisation of education in Italy stresses its characteristics as a centralised system supported by consultation with grass‐roots levels. Local coordination should be ensured by the so‐called ‘Organi Collegiali’ (participatory bodies).

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.     

Goal Aspects of Teacher Education

Despite the central role of teachers in any education system, teacher education is frequently the weakest of the links in the process of educational reform.

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’.     

The Gap between Theory and Practice

This contribution outlines the state of the art of the recent developments in teacher education for Secondary education in the Netherlands.

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.     

Distance Education for Primary and Secondary Teacher Training in Turkey

This paper describes two teacher training programmes offered through Anadolu University's Open Education Faculty (OEF). The first programme, which began in 1985‐1986, is a pre‐bachelor certificate for 130,000 primary school teachers. The second programme, started in 1990, offers a university degree to 54,000 secondary school teachers. Pedagogy, course materials, delivery systems and evaluation are discussed for both programmes.     

Die schulpraktische Ausbildung im Rahmen der Lehrerausbildung an den Österreichischen Universitäten

In the course of the fundamental reform of studies at the Austrian universities the education of grammar school teachers was renewed in 1971. In a long tradition (since 1855) teachers for upper secondary education, especially for grammar schools (which lead pupils to the matriculation qualification for university education) were prepared for their teacher admission examination by studies at the universities which comprised besides of subject matters theoretically introducing courses in pedagogy and psychology. Their practical training was organised in a guided probationary year at schools (apprenticeship‐type).

Since 1982 a new integrated (concurrent) preservice teacher education programme is realised at the Austrian universities, which combines subject studies (in two fields) with teachers’ professional preparation (comprising theoretical studies and practical activities and experiences in education and teaching). The new teacher education programme takes 4#fr1/2> years and leads to the academic degree of a master of arts or science, which gives full professional teacher qualification. The profession‐oriented parts include studies in education and psychology (10 semester course units: 150 hours), subject teaching studies (12‐24 semesters course units: 180‐360 hours) and a 12‐week period of practical teaching experience. Each university designs within this framework a specific study programme. An overview is given in the paper; the programme of the university of Graz is shown in more detail as an example.

At present the introduction of a one‐year‐lasting induction period as a second phase of teacher education is discussed and planned, which should be established in 1988‐89.     

Place et rôle des stages dans la formation initiale des enseignants en France

Preservice teacher education in France consists of:

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:

1. the legal basis, curricula, content, structure and aims of practical studies at the two levels (preschool‐primary/secondary levels);

2. 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;

3. the difficulties of achieving the official objective concerning an integrated training with links between theoretical studies and practice periods,

4. 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.     

Teacher‐training in People's Poland

The goal of teacher education in Poland is to provide all teachers with initial training at the same (higher education) level, but until this goal is achieved, a variety of institutions and standards will prevail.

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.     

Practical Components in Teacher Training Programmes in Slovenia (Yugoslavia)

For the present development of teacher training system in Slovenia (Yugoslavia) two trends are characteristic: the prolongation of studies for elementary school teachers (grades 1‐8) from two to four years and an institutional shift of responsibility for subject teacher training from ‘mono‐technical’ (pedagogical academies) to ‘polytechnical’ institutions (different faculties or departments of the universities).

These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.

The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.

The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.

An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia.     

The Case for In‐service Education

The article considers the strengths of the arguments for the development and support of in‐service teacher education in England and Wales. The case focusses on two major issues, namely:

the major problems being faced by teachers in the schools, coupled with declining school rolls which together mean that the composition of provision is now largely fixed for the next few years; and

the extent to which central Government policy supports in‐service education for teachers and the extent of central finance possible.     

Recent Trends in Primary School Teacher Training in France: the problems raised by the link with the university

In 1979, the system of Primary school teacher training, which had been introduced shortly after the events of 1968, was drastically changed. The main features of the new system were the extension of the course from two to three years, and the introduction of a university component. As from 1979 prospective school teachers had to follow a General University Diploma course (DEUG) for Primary school teachers, in addition to the courses given by the teacher training colleges. This new situation raised a number of questions for both university and teacher training college instructors. Two years later changes were introduced in response to criticism about the lack of co‐ordination between courses, and the proliferation of checks. Questions regarding the content and objectives of university training were also raised. A balance had to be found between vocational training and general education, between information and personal development. University training, it was thought, should shift its emphasis from facts to methodology, and from didactic to epistemological data. It should encourage intellectual curiosity by means of a more accurate observation of the classroom situation; it should also encourage people to work together, e.g. on the development of teaching projects.

The training of Primary school teachers in France has undergone a number of drastic changes in recent years: the course has been extended from two to three years, and university‐level courses have been introduced. An assessment of the effects of these changes could be a useful starting point for studying the introduction of a similar type of training in a different context.     

School and campus interaction: a Canadian experiment in teacher preparation

Milburn, D. “School and campus interaction: a Canadian experiment in teacher preparation,” Revue ATEE Journal 3 (1980) 147‐155.

Information on the School Campus Interaction Programme (SCIP); an experiment in teacher education at the Faculty of Education of the University of British Columbia, Canada. SCIP aimed at closer interaction between the practice school and the university faculty and its students. This was achieved by giving students continuous school experience throughout the year, whereas students were always accompanied by and working with their teachers. The continual presence of the didactics professors in the practice school proved to be especially beneficial for the students as well as the schools. All participants in the programme reacted very positively to the programme.

The time spent in the practice school was increased largely at the expense of the available time for didactics, which was a matter of concern for the faculty members. However, this decrease in time for courses in didactics was found to be beneficial not only for the whole training course, but for those courses as well.