A Case Study of Selection and Induction of Staff for Pre‐service Teacher Education in an Israeli University

The paper describes the structure of the pre‐service education programme in a major university in Israel, as well as the way teachers and tutors are selected for this programme. The unique feature of the programme is the affiliation of student teachers for two consecutive years with a tutor who is employed half‐time by the university and, at the same time, continues to teach in high school as a regular teacher.     

Selection and Induction of New Staff to Posts in Initial Teacher Training in Scotland

An account is provided of how one teacher training institution in Scotland appoints and inducts lecturing staff. The first part of the account describes institutional policy and is based on an interview with a senior administrator. The second part reflects institutional practice and is based on an interview with a member of staff on a short‐term contract six months after his appointment. While the actual process of selection corresponds with the formal there is a recognised need for development of induction arrangements.     

Appointment and Induction of Teacher Trainers (Fachseminarleiter,Seminarleiter) for the ‘Second Phase’ (Referendariat) of Teacher Education in Berlin (West)

This article deals with the selection of teacher trainers in the FRG. The author describes the recruitment and selection processes and techniques to select heads of ‘general training seminars’ (Seminarleiter,) and of ‘subject orientated seminars’ (Fachseminarleiter). As a result of the deficits of these methods of selection and placement training courses for future head teachers and school inspectors have been introduced by the Ministry of Education of Berlin (West). These courses seem to be quite attractive to young teachers as a method of “indirect counselling and guidance”.     

Case Study of the Establishment of and Appointment to Teaching Posts: Study of an Institution of Higher Education Directly Under the Ministry of Education

This institution of higher education directly under the Ministry of Education was one of the first in China to undertake reforms in the recruitment of teachers. Although these reforms were instrumental in the school's development, questions remain that merit serious consideration. The basics of establishing and evaluating positions have now taken shape. As the reform gathers momentum, eight major relevancies need to be further coordinated.     

The Appointment Procedure in a Finnish University Department of Teacher Education

The author describes the recruitment policy of staff for teacher education in Finland by means of the governing principles and their realisation in decision‐making, and the appointment process as experienced by a new staff member. The article is based on statutes, regulations, documents and interviews with the Head of the Department of Teacher Education as well as with a recently appointed member of the staff. The staff policy is viewed in terms of subjectivity, objectivity and broadness in the decision‐making process.     

‘Who Trains the Trainers?’ a Case Study of the Selection and Induction of Teacher‐training Staff in England

The case study looks at two recent appointments to teacher training posts. The selection and induction processes are examined from the perspectives of both management and appointee. The diffuse nature of the teacher training role is highlighted and the consequent implications for selection and induction considered.     

新西兰职前教师教育发展战略探究

基于职前教师教育体系存在的问题以及教师工作日益复杂化,新西兰教育委员会发布了《职前教师教育未来发展战略选择》,提出职前教师教育未来发展五条建议,展现出职前教师教育优先发展的战略地位,明确主体责任,重视实践与研究技能,促进职前教师培养优质化的特点。我国职前教师教育可借鉴新西兰的发展战略,建立职前教师教育协同创新机制,提高师范生的科研和实践能力及为他们提供政策支持,从而增强师范生的就业竞争力。     

教师入职教育及其目标研究

入职期是教师专业发展的关键环节，处于入职期的初任教师所遇到的专业发展问题，确实要比其它阶段的教师更多、更复杂而且更困难。开展有针对性的入职教师，为初任教师提供有计划、有系统、适时而适当的支持和帮助，可以促使他们尽快适应教师角色，早日成有能力的专业教师。本文对教师入职教育的界定和目标进行了探讨。     

奥地利教师教育政策改革述评

近年来,奥地利的教师教育遇到了一些问题与挑战,主要表现在教师队伍的老龄化、教师的工作满意度低、教师的业绩评估没有得到充分的重视。为解决这些制约教师发展的问题,奥地利在教师教育政策方面进行了职前教师教育政策、教师就业市场政策、教师在职培训政策以及教师发展激励政策的改革。     

Developing a Mentoring Scheme in Primary Initial Teacher Education

Researchers have shown the benefits of mentoring in both personal and professional growth. It would seem that group mentoring would only enhance those benefits. This work represents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. This work reviews the articles that contributed to the development of group mentoring theory as well as relevant research. Four primary types of group mentoring emerge—peer group, one-to-many, many-to-one, and many-to-many. Despite over 20 years of research, significant gaps remain in the research methods, demographic focus, and fields of study. The review concludes with recommendations for future research.     

Initial Teacher Education in Spain: a critical analysis

ABSTRACT

Initial teacher education of primary and secondary teachers in Spain is discussed. Recent developments are described with particular reference to the new curriculum, the institutional framework in which it is developed, the education level required, professional education, its structural coherence and rigour and the innovation it involves. These developments and current provisions are critically appraised and alternatives proposed.     

高师教师教育课程中案例教学的研究与实践

案例教学在固外被广泛地运用于教师教育培训中,但我国案例教学在教师教育领域的应用尚处于初级阶段,需要在理论和实践上做进一步的研究.文章在教学实践基础上,结合一些已有的研究成果,对高师院校教师教育课程中案例教学的内涵、作用、实践程序和步骤等进行了探讨.     

教师教育中的案例教学法研究及其启示

本文对国外比较流行的一种师范教育和师资培训常用教学方法 - -案例教学法作了较为详细深刻系统的阐述。首先 ,对案例概念作了分析说明 ,得出了教学案例的若干特征 :其次 ,对教学案例的结构结合国外最新案例研究事例作了介绍 ;第三 ,对案例教学法的教育价值进行了研究分析 ,指出四个方面的重要价值 ;第四 ,对案例教学法的课堂实施环节作了说明 ,便于该方法的实际运用 ;最后 ,鉴于上述认识 ,论述了在我国教育界引进案例教学法的必要性和可行性     

高等师范院校“综合型”教师人才培养模式的探索

本文针对当前我国高等师范院校教师教育培养模式存在的问题,以及基础教育新一轮新课程改革对新型师资规格的需求,总结了当前部分高师院校进行的综合型教师教育改革试点的状况,提出了构建适应基础教育改革需求,特别是适应西部民族贫困地区基础教育改革的高师院校教师教育"综合型"教师培养模式,包括主辅式、整合式、分—综式(专升本)培养模式等。     

实验室系列职务聘任的实践与研究

介绍该校首次实验室系列人员职务聘任的做法,对高校如何实现实验室系列人员职务聘任的平稳过渡具有一定指导意义和参考价值。     

新制度主义视角下的教师教育认证评价制度之建构

本文从新制度主义理论视角审视我国当前教师教育制度,并试图从外在制度环境和内在制度结构两方面对建立教师教育认证评价制度的体制基础进行分析,从而为制度建构展开合理性论证。在此基础上,又以合法性机制为主轴,从法律框架、规范标准、文化认知三个层面来讨论制度建构的可能方案与可选路径。     

Using Case Study Analysis and Case Writing to Structure Clinical Experiences in a Teacher Education Program

This study reports on the design and results of a two-semester study on the use of case study analysis and case writing in clinical experiences in an undergraduate teacher education program. Findings indicated that structured experiences with case studies and case writing increase preservice teachers' informed decision making on educational issues.     

浅析新时期成人高教师资队伍建设

当今成人高等教育的师资队伍建设是在新的历史背景下展开的,从而带有新的特点,需要建立相应的运行机制体系.本文就成人高等教育师资队伍建设的新背景、新特点和新机制进行了论述.     

美国职前、入职和在职教师教育评估体系简介

教师专业生涯发展由职前、入职和在职教育三部分组成。美国通过对大学的认证和学生的选拔保证了职前教育质量。毕业生经过学科专业评价，获得初级证书，进入新手教师教学导入计划。在达到标准并通过课堂行为评价后，才能获得正式教师证书，进入教师专业。对在职教育，没有统一的标准，但要求教师继续学习并取得更高学位。