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Teacher education worldwide has taken different fronts with various reforms between 1980s and 1990s.
The inadequacies in pupil teacher approach to preparation of teachers reformed into various weeks and later months of college attachment and examinations.
Credentials in teacher certificates mismatched significantly and to the majority teachers' practice at classroom level in the mid 1990s.
Novice teachers' patches in pedagogical practice and subject matter content provoked the world debate on the need for balanced teacher's competences on PCK (Pedagogical, Content Knowledge).
Reforms that followed were rather short with shifts from Pedagogy inclined teacher education (minor subject matter content), balance between pedagogy and subject matter programmes and elongated period of full-time teacher education of about 2 to 4 years for diploma and first degree programmes.
The cry continued in the years 2000 that, the gap in contexts between where teacher are prepared (tertiary/university education) and the real working school and classroom environment is the problem.
Innovative reforms fills this gap by making learning and development a personal reflective undertaking and confession.
A Higher education instructor with more than 30 years of work as professional expert, trainer and consultant curriculum development, reforms, assessment and alignment between curriculum, assessment and pedagogy processes.
Designer of client based professional development programmes and expert on development of education quality assurance tools.
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