Teacher education designed or framed |
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| Affiliation: | 1. School of Public Policy, Oregon State University, Corvallis, Oregon 97331, USA;2. School of Public Affairs and Administration, University of Kansas, Lawrence, Kansas 66045-3177, USA;3. School of Government, Victoria University of Wellington, Wellington, New Zealand;4. Political Science and International Relations, The University of Western Australia, Crawley WA 6009, Australia;1. Department of Radio-Television-Film, University of Texas at Austin, 2504 Whitis Ave. Stop A0800, Austin, Texas, United States;2. Department of Journalism & Mass Communication, Hanyang University, 55 Hanyangdaehak-ro, Sangnok-gu, Ansan-si, Gyeonggi-Do, South Korea;3. National Assembly Research Service of Korea, Seoul, South Korea |
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| Abstract: | This chapter highlights conclusions from the previous chapters about factors impinging on the design of teacher education programs and then assembles a design brief informed by the research reviewed. It begins with economic and social factors impinging on the recruitment, preparation and retention of teachers. It then looks at overall national policy for teachers and teacher education. National indicators of teacher quality and the option of training teachers after a period in post are discussed. The focus then shifts to teacher education institutions and their staff, next to the design process itself on which several perspectives are offered. Finally it suggests that given the complexities of teacher education policy, a long-term strategic planning approach might be more appropriate than a more narrowly conceived design brief. |
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