Titlebook: Quality and Change in Teacher Education; Western and Chinese John Chi-Kin Lee,Christopher Day Book 2016 Springer International Publishing

alliance

Aerate

Western and Chinese Perspectives on Quality and Change in Teacher Education,a region (China, Taiwan and Hong Kong SAR). The second part focuses on innovative and effective curriculum, teaching and assessment practices of teacher education. The final part discusses issues of managing change in teacher education.

medium

Status and Quality of Teacher Education in the US: Neoliberal and Professional Tensionsrograms of accountability and the proliferation of teacher certification programs, including for-profits. Creation of professional development schools with their emphasis on better linking universities and schools is discussed as an example of the quest for greater professionalism.

condone

What Is High Quality Teacher Education?cy. While no one is sure of the outcome, enrolments in teacher education courses and programs are plummeting at the same time that elementary and secondary teacher job satisfaction is rising. An unintended but pervasive teacher shortage may be the consequence of such actions.

翻布尋找

Canvas

nonradioactive

Initial Teacher Education and Assessment of Graduates in Australianto the implementation and evaluation of an authentic teacher assessment approach being used in one Australian university and argue that such an approach not only empowers pre-service teachers but also teacher educators.

Charade

培養(yǎng)

Internationalization in Teacher Education in the US: Innovative Programs and Practices to Meet the Gd in broadening opportunities for faculty and students. The pioneering work of several colleges in ensuring global perspectives are foundational to the teacher preparation curriculum and are described as a detailed case study of one university’s innovative practices.

MITE

Connecting Higher Education and Schools: Building Partnerships for Capacity Building and School Imprnd universities working together. However, when organisational trust is established and organisational priorities are aligned, such partnerships can offer significant benefits and/or opportunities for teacher development and capacity building for school improvement.