Teacher education - Knowledge (XXG)

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rational or logical in structure. The conventional organization has sometimes also been criticized, however, as artificial and unrepresentative of how teachers actually experience their work. Problems of practice frequently (perhaps usually) concern foundational issues, curriculum, and practical knowledge simultaneously, and separating them during teacher education may therefore not be helpful. However, the question of necessary training components is highly debated as continuing increases in attrition rates by new teachers and struggling learners is evident. Additionally, with the increasing demands of the "teacher" research is beginning to suggest that teachers must not only be trained to increase learning experiences for their students, but how to also be a leader in an increasingly challenging field. The debate of how best to prepare teachers for teaching in today's demanding environments will continue to be an important focus of the United States, where the education of all children successfully is priority.

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congressional subcommittee on May 17, 2007. However, many alternative pathways are affiliated with schools of education, where candidates still enroll in university-based coursework. A supplemental component of university-based coursework is community-based teacher education, where teacher candidates immerse themselves in communities that will allow them to apply teaching theory to practice. Community-based teacher education also challenges teacher candidates' assumptions about the issues of gender, race, and multicultural diversity. This assists to make an attitudinal change in the teacher trainees in order to eliminate segregation within the school community.

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of knowledge and skill pupils will need when they enter adult life, it becomes harder to know what kinds of knowledge and skill teachers should have. Increasingly, emphasis is placed upon 'transversal' or 'horizontal' skills (such as 'learning to learn' or 'social competences'), which cut across traditional subject boundaries, and therefore call into question traditional ways of designing the Teacher Education curriculum (and traditional school curricula and ways of working in the classroom).

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teachers' needs for additional training or development, or, in extreme cases, to identify those teachers that should be required to leave the profession. In some countries, teachers are required to re-apply periodically for their license to teach, and in so doing, to prove that they still have the requisite skills. But still there are countries (e.g. Sri Lanka) where teaching cannot be considered as a profession as the teachers are not provided with a license to teach.

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methods that would be deemed inappropriate if they used the same methods in schools, or teachers being taught by persons with little or no hands-on experience of teaching in real classrooms. In other systems, teacher education may be the subject of detailed prescription (e.g. the state may specify the skills that all teachers must possess, or it may specify the content of teacher education courses).

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the requirements of their students. This falls into the area of culturally responsive teaching and requires teaching education and teachers to address issues of diversity education and disadvantage as a part of a teacher education curriculum. Jabbar & Hardaker (2013) argue that this is an essential process in helping students of ethnicity, colour and diversity achieve and attain.

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more success recruiting teachers who already live in these communities, rather than trying to recruit urbanites to move to rural communities once they have completed their teacher training. Online and blended teacher education programs are becoming more prevalent to help meet the needs of teacher shortages in rural and remote areas. In addition, the United Nations

437:. In countries like Sri Lanka there are separate institutes called National colleges of Education to provide pre-service teacher training while Teacher Training Colleges provide in-service teacher education. Further institutes called Teacher Centers provide continuing professional development for teachers. It may be organized according to two basic models. 1032:

effectively about the skill of teaching and facilitating others to acquire teaching skills). As first-order educators, they need to be proficient teachers (of 'adult' students). As second-order educators, they require, in addition, specific competences and dispositions, such as modelling and meta-reflection, that enable them to teach about teaching.

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continues to change due to demographic issues there is a continuous pressure on academics to have mastery of their subjects but also to understand their students. Continuous professional development is the process by which teachers (like other professionals) reflect upon their competencies, keep them up to date, and develop them further.

1097:, 2010 (NCFTE), which aims to remedy many of the ills of teacher training in India. It calls for preparing a 'humane and reflective practitioner' and for fostering the agency and autonomy of the teacher, who can interpret the curriculum meaningfully to the contextual needs of the learners, than merely focus on 'teaching the text book'. 1073:) specific standards of professional practice have been developed for, or by, teacher educators. These set out the range of competences that a member of the teacher educator profession is expected to be able to deploy, as well as the attitudes, values and behaviours that are deemed to be acceptable for membership of the profession). 1036:

Bologna, designed with the aim of promoting the correct use of formative assessment in mathematics education for students aged from 11 to 16. Reaching this goal supposes to design training programs for teachers of mathematics, starting from identifying their needs, believes, expectations and the use of formative assessment.

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In most countries, teacher salary is not related to the perceived quality of his or her work. Some, however, have systems to identify the 'best-performing' teachers, and increase their remuneration accordingly. Elsewhere, assessments of teacher performance may be undertaken with a view to identifying

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mentoring: the allocation to each beginning teacher of an experienced teacher, specifically trained as a mentor; the mentor may provide emotional and professional support and guidance; in teacher training, induction is limited to the provision of a mentor, but research suggests that, in itself, it is

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These three areas reflect the organization of most teacher education programs in North America as well as Asian countries like Sri Lanka. Courses, modules, and other activities are often organized to belong to one of the three major areas of teacher education. The organization makes the programs more

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Some recent research has highlighted the many fields of knowledge that are required by teacher educators; these include knowledge about: the pedagogy of teacher education; learning and learners; teaching and coaching; and the profession of teacher educator itself. In addition, teacher educators need

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Feedback on the performance of teachers is integral to many state and private education procedures, but takes many different forms. The 'no fault' approach is believed by some to be satisfactory, as weaknesses are carefully identified, assessed and then addressed through the provision of in house or

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However, numerous authors suggest that current teacher education is highly flawed and primarily geared towards a western dominated curriculum. Hence, they suggest that teacher education should be inclusive and take into account multiple backgrounds and variables to allow teachers to be responsive to

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content-area and methods knowledge and skills—often also including ways of teaching and assessing a specific subject, in which case this area may overlap with the first ("foundational") area. There is increasing debate about this aspect; because it is no longer possible to know in advance what kinds

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Loughran and Berry 2005; Lunenberg M., Korthagen F. and Swennen A. (2007): ‘The teacher educator as a role model’, Teaching and Teacher Education 23 586–601; Davey, R. and Ham, V. (2011), ‘ ‘It’s all about paying attention!’ … but to what?’ in Bates et al.: ‘The Professional Development of teacher

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But the key duality of identity that lies at the core of the teacher educator profession is that of first-order and second order teaching. A teacher educator must be a highly competent ‘first-order educator’ (i.e. a good teacher) but also a skilled ‘second-order educator’ (i.e. capable of teaching

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It is sometimes taken to relate to the quality of the work undertaken by a teacher, which has significant effects upon his or her pupils or students. Further, those who pay teachers' salaries, whether through taxes or through school fees, wish to be assured that they are receiving value for money.

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Because the world that teachers are preparing young people to enter is changing so rapidly, and because the teaching skills required are evolving likewise, no initial course of teacher education can be sufficient to prepare a teacher for a career of 30 or 40 years. In addition, as the student body

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However, the degree of political control over Teacher Education varies. Where teacher education is entirely in the hands of universities, the state may have no direct control whatever over what or how new teachers are taught; this can lead to anomalies, such as teachers being taught using teaching

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Some research suggests that, while most countries have policies, and legislation, in place concerning the teaching profession, few countries have a clear policy or strategy on the teacher educator profession. Caena (2012) found that some of the consequences of this situation can include a teacher

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The complexity of the tasks of the teacher educator arises in part because, as research has shown, they have multiple professional identities. (This is linked to the issues of definition of the term, highlighted above). While some of those who carry responsibility for the education of teachers do

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Those training to teach in rural and remote areas face different challenges from those who teach in urban centres. Therefore, a different approach to teacher education is needed for those who aspire to each in rural and remote areas. It has been proposed that rural and remote communities may have

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The way in which teacher educators teach has a greater impact on student teachers’ thinking about practice than what teacher educators teach. So, teacher educators need to be able to model the competences and attributes they wish their students to adopt. Swennen et al. (2008). concluded that, in

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A distinction is sometimes made between inducting a teacher into a new school (explaining the school's vision, procedures etc.), and inducting a new teacher into the teaching profession (providing the support necessary to help the beginning teacher develop a professional identity, and to further

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practice at classroom teaching or at some other form of educational practice—usually supervised and supported in some way, though not always. Practice can take the form of field observations, student teaching, or (U.S.) internship (See Supervised Field Experiences below). This area also includes

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There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to

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A teacher educator may be narrowly defined as a higher education professional whose principal activity is the preparation of new teachers in universities and other institutions of teacher education, such as National Colleges of Education, Teacher Training Colleges and Teacher Centers. A broader

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The acquisition or improvement of teacher competences requires training, through which it will be improved educational planning and assessment. This results in a better learning of students, as evidences show. It is the objective of FAMT & L Comenius project, conducted at the University of

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Assuring the quality of teacher education includes selecting competent recruits for teacher education programs, accrediting teacher education programs who consistently show positive results, and offering registration, licensing, or certification to those who demonstrate competency to enter the

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Teaching involves the use of a wide body of knowledge about the subject being taught, and another set of knowledge about the most effective ways to teach that subject to different kinds of learner; it, therefore, requires teachers to undertake a complex set of tasks every minute. Many teachers

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In the 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often a diploma in teaching or an undergraduate bachelor's degree), and then studies for a further period to gain an additional qualification in teaching (this may take the form of a post-baccalaureate

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A teacher educator (also called a teacher trainer) is a person who helps in-service and pre-service teacher trainees to acquire the knowledge, competencies and attitudes they require to be effective teachers. Several individual teacher educators are usually involved in the initial or ongoing

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In the United States, approximately one-third of new teachers come through alternative routes to teacher certification, according to testimony given by Emily Feistritzer, the President of National Center for Alternative Certification and the National Center for Education Information, to a

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The question of what knowledge, attitudes, behaviours, approaches, methodologies and skills teachers should possess is the subject of much debate in many cultures. This is understandable, as teachers are entrusted with the transmission to learners of society's beliefs, attitudes and

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The process by which teachers are educated is the subject of political discussion in many countries, reflecting both the value attached by societies and cultures to the preparation of young people for life, and the fact that education systems consume significant financial resources.

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While schools and school teachers are often in the news and in political debate, research shows that the teacher educator profession is largely absent from such public discussions and from policy discourse in Education which often focuses exclusively on teachers and school leaders.

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educator profession that is poorly organised, has low status or low formal recognition, has few regulations, professional standards – or even minimum qualifications, and no coherent approach to the selection, induction, or continuing professional development of Teacher Educators.

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Filges, T, Torgerson, C, Gascoine, L, Dietrichson, J, Nielsen, C, Viinholt, BA. Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review. Campbell Systematic Reviews. 2019; 15:e1060.

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order to ‘model’ what they teach, teacher educators need to develop the ability to link their own (tacit) theories and practice of teaching to public theory, i.e., in Korthagen's words, to translate Theory with a capital ‘T’ to theory with a small ‘t’.

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In the alternative 'concurrent' model, a student simultaneously studies both one or more academic subjects, and the ways of teaching that subject, leading to a combined bachelor's degree and teaching credential to qualify as a teacher of that subject.

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Ashby, P., Hobson, A., Tracey, L., Malderez, A., Tomlinson, P., Roper, T., Chambers, G. and Healy, J. (2008). Beginner teachers' experiences of initial teacher preparation, induction and early professional development: a review of literature. London:

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Not every culture has a concept that precisely matches the English term 'teacher educator'... Even where the concept exists, the range of roles that is covered by the term varies significantly from country to country. In some traditions, the term

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The extent to which education authorities support this process varies, as does the effectiveness of the different approaches. A growing research base suggests that to be most effective, continuing professional development activities should:

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Some writers have therefore identified a need for more research into "what teachers of teachers themselves need to know", and what institutional supports are needed to "meet the complex demands of preparing teachers for the 21st century".

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Ferretti & Lovece (2015). "La Valutazione Formativa Per La Didattia Della Matematica Nell'Ambito Del Progetto FAMT&L. Le Concezioni Degli Studenti Di Scuola Media Nei Confronti Degli Strumenti Di Verifica Utilizzati in Classe".

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Policy cooperation in the European Union has led to a broad description of the kinds of attributes that teachers in European Union member states should possess: the Common European Principle for Teacher Competences and Qualifications.

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Even within a single educational system, teacher educators may be employed in different roles by different kinds of organisation. In the European context, for example, people who could be considered to be teacher educators include:

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experience their first years in the profession as stressful. The proportion of teachers who either do not enter the profession after completing initial training, or who leave the profession after their first teaching post, is high.

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COMMISSION STAFF WORKING DOCUMENT: Supporting the Teaching Professions for Better Learning Outcomes Accompanying the document Communication from the Commission Rethinking Education: Investing in skills for better socio-economic

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Caena F (2012) ‘Perspectives on Teacher Educator policies in European countries: an overview’ paper prepared for the European Commission conference ‘Education²: Policy support for Teacher Educators’; downloaded August 2013 at

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see, for example: Swennen A., Jones K, Volman M (2010). ‘Teacher Educators: their identities, sub-identities and implications for professional development’, Professional Development in Education, 36 (1–2), March- June 2010,

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These are taken from: Dengerink J, Lunenberg M and Kools Q (2015) ‘What and how teacher educators prefer to learn’, Journal of Education for Teaching, 41:1, 78–96; but see also a similar list of required competences in:

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to know about the specific contexts their students will work and working in (e.g. for primary, or secondary education) and the subjects they will teach. More experienced teacher educators need expertise in:

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Other pathways are also available. In some countries, it is possible for a person to receive training as a teacher by working in a school under the responsibility of an accredited experienced practitioner.

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school based training. These can, however, be seen as benefiting the institution and not necessarily fully meeting the continuing professional development needs of the individual as they lack educational

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In the United Kingdom there is a long tradition of partnerships between universities and schools in providing state supported teacher education. This tradition is not without tensions and controversies.

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Huling-Austin, J. A synthesis of research on teacher induction programs and practices; paper presented to the Annual Meeting of the American Educational Research Association, New Orleans LA, April 5–9,

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and his platform, the SchoolEducationGateway; providing a unique opportunity to European teachers in international training courses in different European countries, fully funded the KA1 (KeyAction1).

470:, as well as of information, advice and wisdom, and with facilitating learners' acquisition of the key knowledge, attitudes and behaviours that they will need to be active in society and the economy. 350:'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). The two major components of teacher education are in-service teacher education and 557:

A number of countries and states have put in place comprehensive systems of support to help beginning teachers during their first years in the profession. Elements of such a programme can include:

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Just as teaching is no longer seen as simply transferring factual information, so educating teachers also requires a more sophisticated approach, based upon professional awareness that comes from

1057:. For Loughran, being a professional teacher educator requires “genuinely reflecting on, and responding to, the needs, demands, and expectations of teaching about teaching within the academy”. 2384:

see, for example: Yaffe E. and Maskit D, ‘Discussing pedagogical dilemmas with teacher educators …’ In Bates et al 'The Professional Development of teacher educators', Routledge, London, 2011

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However, the importance of the quality of this profession for the quality of teaching and learning has been underlined by international bodies including the OECD and the European Commission.

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Eaton, S. E.; Dressler, R.; Gereluk, D.; Becker, S. (2015). "A review of the literature on rural and remote pre-service teacher preparation with a focus on blended and e-learning models".

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Cultural Responsiveness and Motivation in Preparing Teachers: Pre-Service Teacher: Does Cultural Responosiveness Affect Anticipated Self-Determination to Teach in Specific Settings?

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Swennen, A., Lunenberg, M. and Korthagen, F. (2008): ‘Preach what you teach! Teacher educators and congruent teaching’, Teachers and Teaching: theory and practice, 14(5), 531–542

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definition might include any professional whose work contributes in some way to the initial education or the continuing professional development of school and other teachers.

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Eaton, S. E.; Gereluk, D.; Dressler, R.; Becker, S. (2017). "A Canadian online rural education teacher preparation program: Course design, student support and engagement".

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skills in assessing student learning, supporting English Language learners, using technology to improve teaching and learning, and supporting students with special needs.

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student teaching—includes a number of weeks teaching in an assigned classroom under the supervision of the classroom teacher and a supervisor (e.g. from the university)

1772: 1129: 4947: 2235: 290: 1429:"Teachers can make a difference in bullying: Effects of teacher interventions on students' adoption of bully, victim, bully-victim or defender roles across time" 4915: 4790: 346:, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). 1115:

In response to this perceived need, more research projects are now focussing on the teacher educator profession. Several academic journals cover this field.

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Jabbar, Abdul; Hardaker, Glenn (2013). "The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools".

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Jabbar, Abdul and Hardaker, Glenn (2013) The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools.

3747: 629:, summarizing evidence from 51 studies, finds no clear evidence that continuing professional development in education improves student academic outcomes. 1657: 1261: 2375:

Korthagen FAJ, (2001), ‘Linking practice and theory: The pedagogy of realistic teacher education’. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.

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Teacher educators may therefore work in many different contexts including National Colleges of Education, teacher training colleges, teacher centers,(

2331:"Improvement of teachers' competences. [Social Impact]. FAMT&L. Formative Assessment for Mathematics' Teaching and Learning (2013–2016)" 2263: 1214: 4840: 4191: 1370:"School bullying is not a conflict: The interplay between conflict management styles, bullying victimization and psychological school adjustment" 5230: 3607: 1230: 1090: 433:

In many countries, Initial Teacher Education (also known as preservice teacher training) takes place largely or exclusively in institutions of

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Although ideally it should be conceived of, and organised as, a seamless continuum, teacher education is often divided into these stages

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Ways to measure the quality of work of individual teachers, of schools, or of education systems as a whole, are therefore often sought.

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Turner, Y (2006). "Chinese Students in a UK Business School: Hearing the Student Voice in Reflective Teaching and Learning Practice".

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Cochran-Smith M (2003): "Learning and unlearning: the education of teacher educators", Teaching and Teacher Education 19 (2003) 5–28)

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The teacher educator profession has also been seen as under-researched; empirical research on professional practice is also scarce.

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see for example Ken Zeichner 'Becoming a teacher educator: a personal perspective;'Teaching and Teacher Education 21 (2005) 117–124

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Russell, 1997 cited in Loughran J. and Berry A.: ‘Modelling by teacher educators’, Teaching and Teacher Education 21 (2005) 193–203

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West, E.; Jones, P. (2007). "A Framework for Planning Technology Used in Teacher Education Programs That Serve Rural Communities".

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of beginning teachers in the profession; improve teaching performance; promote the teachers' personal and professional well-being.

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field observations—include observation and limited participation within a classroom under the supervision of the classroom teacher

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Snoek, Swennen, vanderKlink (2009). "The teacher educator: A Neglected Factor in the Contemporary Debate on Teacher Education".

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Loughran J (2014) ‘Professionally Developing as a Teacher Educator’; Journal of Teacher Education 2014, Vol. 65(4) 271–283(2014)

409:(the process of providing training and support during the first few years of teaching or the first year in a particular school); 4845: 4663: 4561: 4374: 2861: 2627: 2236:

http://www.lerarenopleider.nl/velon/wp-content/uploads/2015/01/summary_national_situations_teacher_educator_policies_europe.pdf

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input from educational experts (e.g. to help the beginning teacher relate what she learned in college with classroom reality).

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Murray, J., Male, T. (2005) ‘Becoming a teacher educator: evidence from the field’ Teaching and Teacher Education 21 125–142

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Francesca Caena: Perspectives on Teacher Educator policies in European countries: an overview. Retrieved January 2017 at

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these examples are taken from the European Commission's text 'Supporting teacher educators' retrieved January 2017 from

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Being able to educate teachers requires different knowledge and skills than those required to teach pupils or students.

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education of each teacher; often each specialises in teaching about a different aspect of teaching (e.g. educational

673: 5113: 5058: 1635:"The GOALS model: Rural teacher preparation institutions meeting the ideals of a PDS through educational technology" 5225: 5053: 4880: 4446: 4247: 3901: 3662: 2801: 2669: 2659: 1941:"The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools" 148: 4992: 692: 677: 5303: 5093: 4900: 4161: 4126: 4081: 3897: 3772: 3762: 3567: 3237: 3147: 3132: 2881: 955:

school teachers or school managers responsible for inducting new teachers during their first year of teaching; or

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Paper Presented at the American Educational Research Association (AERA) Annual Conference, San Antonio, TX, USA

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support for the process of self-reflection that all teachers engage in (e.g. through the keeping of a journal).

229: 188: 1542:"A Learning Alberta: Advanced Education in Rural Alberta: Challenges And Opportunities: A Discussion Document" 1516: 4865: 4870: 4860: 4715: 4516: 4476: 4456: 4436: 4339: 4171: 4146: 4061: 4041: 3991: 3961: 3951: 3837: 3757: 3722: 3707: 3692: 3647: 3582: 3452: 3092: 2826: 2711: 2558: 2514: 2287: 2247: 1302:"Teachers' professional knowledge and state-funded teacher education: a (hi)story of critiques and silences" 878: 481: 477: 259: 254: 87: 67: 4647: 4579: 4201: 521:

aims to substantially increase the supply of qualified teachers by 2030 through international cooperation.

5197: 5142: 4942: 4855: 4850: 4835: 4770: 4745: 4627: 4451: 4257: 4136: 4131: 4011: 3888: 3884: 3875: 3866: 3712: 3459: 3142: 3137: 2776: 2746: 2741: 2726: 2701: 2642: 2637: 2032: 1952: 1853: 1000: 996: 882: 626: 493: 489: 82: 72: 57: 2444: 1301: 5187: 5177: 5162: 4957: 4820: 4755: 4725: 4700: 4632: 4531: 4526: 4501: 4359: 4151: 4106: 4086: 4076: 3976: 3862: 3812: 3787: 3637: 3632: 3612: 3577: 3562: 3127: 3107: 2946: 2851: 2821: 2721: 2696: 2430:

Advancing Quality Cultures for Teacher Education in Europe: Tensions and Opportunities. Umea University.

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Willemse M, Lunenberg M, Korthagen F (2005). "Values in education: a challenge for teacher educators".

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Garet, See; Porter, Desmoine; Birman, Kwang (2001). "What makes professional development effective?".

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Villegas, A.; Lucas, T. (2002). "Preparing culturally responsive teachers rethinking the curriculum".

5192: 5167: 5147: 5108: 5007: 4830: 4760: 4740: 4556: 4506: 4466: 4419: 4414: 4404: 4389: 4384: 4379: 4364: 4349: 4344: 4334: 4329: 4324: 4319: 4176: 4091: 4071: 3956: 3946: 3797: 3767: 3752: 3737: 3727: 3717: 3682: 3677: 3627: 3572: 3547: 3435: 3425: 3152: 2964: 2936: 2926: 2886: 2756: 2751: 2731: 2691: 2611: 2081:

see: Snow-Renner and Lauer, ‘Professional Development Analysis (synthesis of 54 studies), McREL, 2005

1340:"Preparing Teachers for the Classroom: The Role of the Higher Education Act and No Child Left Behind" 1169: 926:

for teaching a subject (such as chemistry or mathematics) to students who will later become teachers;

898: 832: 485: 467: 239: 198: 193: 62: 33: 2037: 1957: 1858: 1634: 1237: 5208: 5172: 5152: 5083: 5002: 4775: 4765: 4710: 4705: 4642: 4584: 4551: 4541: 4521: 4511: 4496: 4491: 4471: 4441: 4409: 4394: 4369: 4305: 4231: 4221: 4156: 4121: 4056: 4036: 4026: 3986: 3971: 3966: 3807: 3802: 3742: 3697: 3657: 3552: 3533: 3247: 3159: 3112: 3062: 3010: 3005: 2984: 2906: 2816: 2796: 2786: 2676: 1988:

Howard, T. C. (2003). "Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection".

1159: 1139: 1054: 112: 4286: 3498: 5272: 5157: 4997: 4987: 4977: 4967: 4825: 4750: 4536: 4461: 4431: 4262: 4181: 4141: 4116: 4096: 4031: 4006: 3996: 3981: 3782: 3732: 3687: 3672: 3652: 3642: 3617: 3557: 3252: 3040: 2891: 2841: 2791: 2736: 2681: 2593: 2551: 2189: 2108: 2050: 2005: 1970: 1871: 1803: 1615: 1474: 1321: 1277:

Research and the Teaching Profession. Building the capacity for a self-improving education system

978:) and their working time may be fully, or only partly, dedicated to the preparation of teachers. 576: 224: 168: 163: 143: 52: 47: 2330: 5182: 5078: 5030: 4952: 4720: 4101: 4066: 4021: 4016: 3925: 3792: 3702: 3592: 3430: 3242: 3224: 3102: 3072: 3045: 3035: 3025: 3020: 2989: 2911: 2896: 2856: 2664: 2647: 2181: 1718: 1466: 1448: 1409: 1391: 1280: 1255: 1210:. 1940; 10: 210–215. In the UK, however, the term 'teacher training' is still in general use: 920: 723:

The concept of 'Quality' in education is contested and understood in numerous different ways.

646: 183: 97: 76: 1541: 3502: 3418: 3359: 3122: 3117: 3087: 2974: 2969: 2931: 2836: 2811: 2716: 2496: 2469: 2173: 2100: 2042: 1997: 1962: 1919: 1911: 1863: 1795: 1669: 1607: 1580: 1558: 1497: 1456: 1440: 1399: 1381: 1313: 913: 434: 264: 107: 102: 92: 2161: 1786:

Wong, Harry K. (2004). "Induction Programs That Keep New Teachers Teaching and Improving".

3175: 3082: 3077: 2959: 2954: 2876: 2871: 2866: 2846: 2806: 2148: 2125:

see General Teaching Council for England, 'Teachers' Professional Learning', London, 2005.

1517:"Policy, practice and need in the professional preparation of teachers for rural teaching" 1218: 1164: 234: 122: 2416: 318:

refers to programs, policies, procedures, and provision designed to equip (prospective)

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extracurricular competences such as dealing with conflicts and bullying among pupils.

249: 2112: 2068: 1003:; the wider context of teacher education, the way it is organised, and in research. 401:(a pre-service course before entering the classroom as a fully responsible teacher); 3275: 3067: 975: 967: 2069:"Theatre of the Oppressed in Education – Centre for Community Dialogue and Change" 2046: 1966: 1317: 473:

Generally, Teacher Education curricula can be broken down into four major areas:

17: 4290: 3057: 1867: 1428: 1149: 1070: 662: 645:

In recent times, a major role in the Teacher training world has been covered by

244: 214: 2500: 2473: 2001: 1799: 1674: 1611: 1444: 3180: 3030: 2162:"Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries" 2104: 1154: 1025: 1013: 886: 824: 775: 2185: 2177: 1452: 1395: 3268: 3190: 2831: 2574: 1754: 1386: 940: 848: 787: 339: 323: 3205: 1633:

Weitzenkamp, D. J.; Howe, M. E.; Steckelberg, A. L.; Radcliffe, R. (2003).

1470: 1413: 536:

internship—teaching candidate is supervised within his or her own classroom

3200: 2246:

see, for example, the analysis of how this term is used within Europe in:

1584: 1501: 2706: 1144: 1066: 1017: 1012:

self-identify as 'teacher educator', others may self-identify rather as '

930: 890: 856: 852: 740: 331: 2901: 1021: 971: 864: 802:

Teaching, teaching about teaching, research into learning and teaching,

319: 2457: 2445:

http://ec.europa.eu/education/school-education/teacher-educator_en.htm

1020:'; others may relate primarily to their academic discipline, such as ' 1924: 1658:"A Technology Supported Induction Network for Rural Student Teachers" 948:

teachers in schools who supervise student teachers during periods of

874: 836: 343: 2136: 1204:

see for example Cecil H. Allen, In-Service Training of Teachers in

1940: 860: 636: 335: 302: 1374:

International Journal of Environmental Research and Public Health

2536: 5126: 4928: 4676: 4303: 3923: 3531: 3520: 3222: 2585: 2547: 1347:

U.S. House of Representatives Committee on Education and Labor

1212:

see for instance the UK government's information on tda.gov.uk

656: 575:

Some research suggests that such programmes can: increase the

565:

a peer network: for mutual support but also for peer learning.

554:

develop the basic competences that were acquired in college).

2543: 982:

Professional knowledge and competences of teacher educators

1188:, historical coverage of teacher training in major states 1077:

Policy and legislation on the teacher educator profession

1494:

Werklund School of Education Research & Publications

2149:

https://www.teacheracademy.eu/funding/erasmus-plus-ka1/

1753:

Richard, Ingersoll; M, Smith, Thomas (1 January 2004).

1639:

Contemporary Issues in Technology and Teacher Education

1065:

In some parts of the world (notably the United States,

338:

they require to perform their tasks effectively in the

2458:"Becoming a teacher educator: evidence from the field" 625:

However, a systematic review published in 2019 by the

2417:

http://www.lerarenopleider.nl/velon/beroepsstandaard/

612:

include periods of practice, coaching, and follow-up,

307:

Percentage of trained teachers by region (2000–2017)

5206: 5133: 5039: 5016: 4935: 4809: 4683: 4656: 4608: 4570: 4312: 4230: 4190: 3932: 3846: 3821: 3540: 3168: 2998: 2945: 2767: 2620: 2592: 2413:

http://www.ate1.org/pubs/uploads/tchredstds0308.pdf

1095:

National Curricular Framework for Teacher Education

842: 816: 806: 798: 793: 781: 769: 761: 756: 1427:Burger, C., Strohmeier, D., Kollerová, L. (2022). 1130:Gender mainstreaming in teacher education policy 419:(an in-service process for practicing teachers). 2357:educators’, Routledge, London, 2011; pp 232–247 2160:Ingvarson, Lawrence; Rowley, Glenn (May 2017). 2559: 2313:Journal of Theories and Research in Education 1564:. Northern Alberta Development Council. 2010. 1547:. Edmonton: Alberta Advanced Education. 2005. 1101:Research into the teacher educator profession 901:' may be used instead of 'teacher educator'. 284: 8: 5232:South Georgia and the South Sandwich Islands 2535:For one example, see the InfoTED project at 1771:: CS1 maint: multiple names: authors list ( 1755:"Do Teacher Induction and Mentoring Matter?" 1740:Educational Leadership: The Power of Oneself 1717:. Lambert Academic Publishing. p. 172. 1061:Professional standards for teacher educators 751: 27:Training teachers to develop teaching skills 974:, private sector training organisations or 958:those in charge of school teaching staff's 893:, subject-specific teaching methods etc.). 691:. Unsourced material may be challenged and 5123: 4925: 4673: 4300: 3920: 3528: 3517: 3448: 3443: 3414: 3409: 3373: 3368: 3355: 3350: 3316: 3311: 3298: 3293: 3264: 3259: 3233: 3219: 2582: 2566: 2552: 2544: 291: 277: 29: 2272: 2270: 2036: 1956: 1923: 1857: 1673: 1460: 1403: 1385: 1175:History of education in the United States 711:Learn how and when to remove this message 2230: 2228: 1939:Jabbar, Abdul; Hardaker, Glenn (2013). 1839: 1837: 1197: 206: 130: 39: 32: 2258: 2256: 1764: 1524:Journal of Research in Rural Education 1260:: CS1 maint: archived copy as title ( 1253: 990:Teacher educators' fields of knowledge 750: 653:Quality assurance in teacher education 2093:American Educational Research Journal 1091:National Council of Teacher Education 7: 1656:Winstead Fry, Sara (December 2018). 689:adding citations to reliable sources 399:initial teacher training / education 5278: 2335:SIOR, Social Impact Open Repository 1559:"Rural and Remote Education Report" 1186:Normal schools in the United States 960:continuous professional development 641:Teacher Training, DRC (25765238788) 609:be delivered to groups of teachers, 587:Continuous Professional Development 417:continuing professional development 366:Normal schools in the United States 1125:European Teacher Education Network 989: 25: 2411:See examples from United States: 1600:Rural Special Education Quarterly 1182:, for teacher education worldwide 765:Teacher Educator, teacher trainer 5277: 5268: 5267: 5255: 4791:Saint Vincent and the Grenadines 4285: 4276: 4275: 3833:Sahrawi Arab Democratic Republic 3603:Democratic Republic of the Congo 3497: 2147:Europass Teacher Academy. 2020; 2137:https://doi.org/10.1002/cl2.1060 1916:10.1111/j.1468-2273.2006.00306.x 1433:Journal of Youth and Adolescence 916:academics with a responsibility 661: 480:in education-related aspects of 441:credential or master's degree). 334:, approaches, methodologies and 545:Induction of beginning teachers 4948:Federated States of Micronesia 4243:British Indian Ocean Territory 2489:Teaching and Teacher Education 2462:Teaching and Teacher Education 1207:Review of Educational Research 618:encourage experimentation, and 519:Sustainable Development Goal 4 1: 2537:https://www.ntnu.edu/info-ted 1713:Rosser-Cox, Michelle (2011). 1694:Global Campaign For Education 352:pre-service teacher education 4916:United States Virgin Islands 2047:10.1080/13562517.2012.725221 2025:Teaching in Higher Education 1967:10.1080/13562517.2012.725221 1945:Teaching in Higher Education 1890:Teaching in Higher Education 1846:Journal of Teacher Education 1318:10.1080/03054985.2014.939413 615:promote reflective practice, 525:Supervised field experiences 4678:Education in North America 1868:10.1177/0022487102053001003 621:respond to teachers' needs. 5320: 5128:Education in South America 2501:10.1016/j.tate.2004.12.009 2474:10.1016/j.tate.2004.12.006 2002:10.1207/s15430421tip4203_5 1904:Higher Education Quarterly 1800:10.1177/019263650408863804 1738:Rosser and Massey (2013). 1675:10.35608/ruraled.v27i2.492 1612:10.1177/875687050702600402 1445:10.1007/s10964-022-01674-6 1306:Oxford Review of Education 363: 5249: 4891:Saint Pierre and Miquelon 4271: 3527: 3516: 3492: 3446: 3412: 3371: 3353: 3314: 3296: 3262: 3238:Early childhood education 3231: 3218: 2581: 2456:Murray J, Male T (2005). 2105:10.3102/00028312038004915 373:Policy and related issues 5099:Northern Mariana Islands 4911:Turks and Caicos Islands 3992:East Timor (Timor-Leste) 3588:Central African Republic 2178:10.3102/0013189X17711900 829:Teacher-training college 5064:Cocos (Keeling) Islands 4253:Cocos (Keeling) Islands 1387:10.3390/ijerph191811809 879:philosophy of education 482:philosophy of education 260:Participant observation 255:Multivariate statistics 88:International education 4841:British Virgin Islands 4355:Bosnia and Herzegovina 2166:Educational Researcher 1892:, 18 (3). pp. 272–284. 1515:Gibson, I. W. (1994). 997:curriculum development 936:for subject studies or 883:sociology of education 642: 627:Campbell Collaboration 494:sociology of education 490:educational psychology 478:foundational knowledge 308: 5042:and other territories 4781:Saint Kitts and Nevis 3748:São Tomé and Príncipe 3608:Republic of the Congo 2415:and the Netherlands: 1300:Oancea, Alis (2014). 1093:(NCTE) released the ' 727:teaching profession. 647:The Erasmus Programme 640: 306: 220:Conversation analysis 4930:Education in Oceania 4306:Education in Europe 4167:United Arab Emirates 3534:Education in Africa 2757:Instructional design 2212:education.nsw.gov.au 1990:Theory into Practice 1759:Gse Faculty Research 1170:History of education 833:College of Education 685:improve this section 606:use active learning, 600:be spread over time, 486:history of education 240:Factorial experiment 34:Educational research 4796:Trinidad and Tobago 4691:Antigua and Barbuda 4571:States with limited 4194:limited recognition 3823:States with limited 3522:Education by region 3248:Secondary education 3160:Teaching philosophy 3063:Pedagogical pattern 3006:21st century skills 2985:Religious education 2628:Aims and objectives 2208:"Types of feedback" 1690:"SDG4's 10 targets" 1585:10.5072/PRISM/31627 1502:10.5072/PRISM/31625 1368:Burger, C. (2022). 1160:School of education 1140:Pedagogical pattern 1055:reflective practice 1007:Multiple identities 753: 413:teacher development 113:Religious education 5262:Schools portal 4731:Dominican Republic 3926:Education in Asia 3253:Tertiary education 3191:Learning resources 2682:Education sciences 2513:see, for example: 1662:The Rural Educator 1217:2011-04-04 at the 808:Education required 643: 309: 225:Discourse analysis 131:Curricular domains 53:Education sciences 48:Curriculum studies 5291: 5290: 5245: 5244: 5241: 5240: 5213:other territories 5122: 5121: 5114:Wallis and Futuna 5059:Clipperton Island 5017:Associated states 4924: 4923: 4813:other territories 4672: 4671: 4299: 4298: 4236:other territories 3919: 3918: 3850:other territories 3623:Equatorial Guinea 3512: 3511: 3487: 3486: 3483: 3482: 3478: 3477: 3474: 3473: 3469: 3468: 3406: 3405: 3401: 3400: 3397: 3396: 3392: 3391: 3347: 3346: 3342: 3341: 3338: 3337: 3333: 3332: 3290: 3289: 3285: 3284: 3243:Primary education 3214: 3213: 3103:Dialogic learning 3073:Teacher retention 3026:Critical thinking 3021:Class arrangement 2990:Special education 2665:Standardized test 2648:Course evaluation 1439:(12): 2312–2327. 1286:978-0-946671-37-3 1275:BERA/RSA (2014). 950:teaching practice 921:Teacher Education 870: 869: 747:Teacher educators 721: 720: 713: 603:be collaborative, 312:Teacher education 301: 300: 118:Teacher education 98:Special education 93:School counseling 18:Teacher Education 16:(Redirected from 5311: 5304:Teacher training 5281: 5280: 5271: 5270: 5260: 5259: 5258: 5233: 5221:Falkland Islands 5135:Sovereign states 5124: 5104:Pitcairn Islands 5074:French Polynesia 5054:Christmas Island 4983:Papua New Guinea 4963:Marshall Islands 4936:Sovereign states 4926: 4881:Saint Barthélemy 4811:Dependencies and 4684:Sovereign states 4674: 4609:Dependencies and 4313:Sovereign states 4301: 4289: 4279: 4278: 4248:Christmas Island 3934:Sovereign states 3921: 3911: 3910:(United Kingdom) 3906:Tristan da Cunha 3902:Ascension Island 3894: 3881: 3872: 3848:Dependencies and 3541:Sovereign states 3529: 3518: 3501: 3449: 3444: 3419:Higher education 3415: 3410: 3374: 3369: 3360:Secondary school 3356: 3351: 3317: 3312: 3299: 3294: 3265: 3260: 3234: 3220: 3148:Student-centered 3133:Phenomenon-based 3123:Peer instruction 3088:Blended learning 3011:Bloom's taxonomy 2975:Gifted education 2970:Education reform 2802:Computer science 2583: 2568: 2561: 2554: 2545: 2539: 2533: 2527: 2524: 2518: 2511: 2505: 2504: 2484: 2478: 2477: 2453: 2447: 2440: 2434: 2433: 2425: 2419: 2409: 2403: 2400: 2394: 2391: 2385: 2382: 2376: 2373: 2367: 2364: 2358: 2354: 2348: 2345: 2339: 2338: 2327: 2321: 2320: 2307: 2301: 2297: 2291: 2283: 2277: 2274: 2265: 2260: 2251: 2244: 2238: 2232: 2223: 2222: 2220: 2219: 2204: 2198: 2197: 2157: 2151: 2145: 2139: 2132: 2126: 2123: 2117: 2116: 2088: 2082: 2079: 2073: 2072: 2065: 2059: 2058: 2040: 2020: 2014: 2013: 1985: 1979: 1978: 1960: 1936: 1930: 1929: 1927: 1899: 1893: 1886: 1880: 1879: 1861: 1841: 1832: 1828: 1822: 1818: 1812: 1811: 1783: 1777: 1776: 1770: 1762: 1750: 1744: 1743: 1735: 1729: 1728: 1710: 1704: 1703: 1701: 1700: 1686: 1680: 1679: 1677: 1653: 1647: 1646: 1630: 1624: 1623: 1595: 1589: 1588: 1572: 1566: 1565: 1563: 1555: 1549: 1548: 1546: 1538: 1532: 1531: 1521: 1512: 1506: 1505: 1489: 1483: 1482: 1464: 1424: 1418: 1417: 1407: 1389: 1365: 1359: 1358: 1356: 1354: 1344: 1336: 1330: 1329: 1297: 1291: 1290: 1279:. London: BERA. 1272: 1266: 1265: 1259: 1251: 1249: 1248: 1242: 1236:. Archived from 1235: 1227: 1221: 1202: 914:Higher Education 783:Activity sectors 754: 752:Teacher Educator 716: 709: 705: 702: 696: 665: 657: 633:Teacher training 435:higher education 316:teacher training 293: 286: 279: 149:Computer science 108:Female education 103:Gifted education 30: 21: 5319: 5318: 5314: 5313: 5312: 5310: 5309: 5308: 5294: 5293: 5292: 5287: 5256: 5254: 5237: 5231: 5214: 5212: 5202: 5129: 5118: 5041: 5035: 5018: 5012: 4993:Solomon Islands 4931: 4920: 4814: 4812: 4805: 4679: 4668: 4652: 4610: 4604: 4590:Northern Cyprus 4572: 4566: 4487:North Macedonia 4308: 4295: 4267: 4235: 4226: 4207:Northern Cyprus 4193: 4186: 3928: 3915: 3914: 3909: 3892: 3879: 3870: 3851: 3849: 3842: 3826: 3824: 3817: 3536: 3523: 3508: 3507: 3488: 3479: 3470: 3462: 3455: 3433: 3421: 3402: 3393: 3385: 3380: 3362: 3343: 3334: 3326: 3321: 3305: 3286: 3278: 3271: 3227: 3210: 3164: 3083:Active learning 3078:Teaching method 3053:Learning theory 2994: 2960:Autodidacticism 2955:Adult education 2941: 2882:Performing arts 2763: 2670:Teacher quality 2660:Standards-based 2616: 2588: 2577: 2572: 2542: 2534: 2530: 2525: 2521: 2512: 2508: 2486: 2485: 2481: 2455: 2454: 2450: 2441: 2437: 2427: 2426: 2422: 2410: 2406: 2401: 2397: 2392: 2388: 2383: 2379: 2374: 2370: 2365: 2361: 2355: 2351: 2346: 2342: 2329: 2328: 2324: 2309: 2308: 2304: 2298: 2294: 2284: 2280: 2275: 2268: 2261: 2254: 2245: 2241: 2233: 2226: 2217: 2215: 2206: 2205: 2201: 2159: 2158: 2154: 2146: 2142: 2133: 2129: 2124: 2120: 2090: 2089: 2085: 2080: 2076: 2067: 2066: 2062: 2038:10.1.1.695.8524 2022: 2021: 2017: 1987: 1986: 1982: 1958:10.1.1.695.8524 1938: 1937: 1933: 1901: 1900: 1896: 1887: 1883: 1859:10.1.1.618.3136 1843: 1842: 1835: 1829: 1825: 1819: 1815: 1785: 1784: 1780: 1763: 1752: 1751: 1747: 1737: 1736: 1732: 1725: 1712: 1711: 1707: 1698: 1696: 1688: 1687: 1683: 1655: 1654: 1650: 1632: 1631: 1627: 1597: 1596: 1592: 1574: 1573: 1569: 1561: 1557: 1556: 1552: 1544: 1540: 1539: 1535: 1519: 1514: 1513: 1509: 1491: 1490: 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5051: 5049:American Samoa 5045: 5043: 5037: 5036: 5034: 5033: 5028: 5022: 5020: 5019:of New Zealand 5014: 5013: 5011: 5010: 5005: 5000: 4995: 4990: 4985: 4980: 4975: 4970: 4965: 4960: 4955: 4950: 4945: 4939: 4937: 4933: 4932: 4929: 4922: 4921: 4919: 4918: 4913: 4908: 4903: 4901:Sint Eustatius 4898: 4893: 4888: 4883: 4878: 4873: 4868: 4863: 4858: 4853: 4848: 4846:Cayman Islands 4843: 4838: 4833: 4828: 4823: 4817: 4815: 4810: 4807: 4806: 4804: 4803: 4798: 4793: 4788: 4783: 4778: 4773: 4768: 4763: 4758: 4753: 4748: 4743: 4738: 4733: 4728: 4723: 4718: 4713: 4708: 4703: 4698: 4693: 4687: 4685: 4681: 4680: 4677: 4670: 4669: 4667: 4666: 4664:European Union 4660: 4658: 4657:Other entities 4654: 4653: 4651: 4650: 4645: 4640: 4635: 4630: 4625: 4620: 4614: 4612: 4611:other entities 4606: 4605: 4603: 4602: 4597: 4592: 4587: 4582: 4576: 4574: 4568: 4567: 4565: 4564: 4562:United Kingdom 4559: 4554: 4549: 4544: 4539: 4534: 4529: 4524: 4519: 4514: 4509: 4504: 4499: 4494: 4489: 4484: 4479: 4474: 4469: 4464: 4459: 4454: 4449: 4444: 4439: 4434: 4429: 4427: 4422: 4417: 4412: 4407: 4402: 4397: 4392: 4387: 4382: 4377: 4375:Czech Republic 4372: 4367: 4362: 4357: 4352: 4347: 4342: 4337: 4332: 4327: 4322: 4316: 4314: 4310: 4309: 4304: 4297: 4296: 4294: 4293: 4283: 4272: 4269: 4268: 4266: 4265: 4260: 4255: 4250: 4245: 4239: 4237: 4228: 4227: 4225: 4224: 4219: 4214: 4209: 4204: 4198: 4196: 4188: 4187: 4185: 4184: 4179: 4174: 4169: 4164: 4159: 4154: 4149: 4144: 4139: 4134: 4129: 4124: 4119: 4114: 4109: 4104: 4099: 4094: 4089: 4084: 4079: 4074: 4069: 4064: 4059: 4054: 4049: 4044: 4039: 4034: 4029: 4024: 4019: 4014: 4009: 4004: 3999: 3994: 3989: 3984: 3979: 3974: 3969: 3964: 3959: 3954: 3949: 3944: 3938: 3936: 3930: 3929: 3924: 3917: 3916: 3913: 3912: 3895: 3882: 3873: 3859:Canary Islands 3855: 3854: 3852: 3847: 3844: 3843: 3841: 3840: 3835: 3829: 3827: 3822: 3819: 3818: 3816: 3815: 3810: 3805: 3800: 3795: 3790: 3785: 3780: 3775: 3770: 3765: 3760: 3755: 3750: 3745: 3740: 3735: 3730: 3725: 3720: 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3023: 3018: 3016:Cognitive load 3013: 3008: 3002: 3000: 2996: 2995: 2993: 2992: 2987: 2982: 2977: 2972: 2967: 2962: 2957: 2951: 2949: 2943: 2942: 2940: 2939: 2934: 2929: 2924: 2919: 2914: 2909: 2904: 2899: 2894: 2889: 2884: 2879: 2874: 2869: 2864: 2859: 2854: 2849: 2844: 2839: 2834: 2829: 2824: 2819: 2814: 2809: 2804: 2799: 2794: 2789: 2784: 2779: 2773: 2771: 2765: 2764: 2762: 2761: 2760: 2759: 2749: 2744: 2739: 2734: 2729: 2724: 2719: 2714: 2709: 2704: 2699: 2694: 2689: 2687:Evidence-based 2684: 2679: 2674: 2673: 2672: 2667: 2662: 2657: 2652: 2651: 2650: 2635: 2630: 2624: 2622: 2621:By perspective 2618: 2617: 2615: 2614: 2609: 2604: 2598: 2596: 2590: 2589: 2586: 2579: 2578: 2573: 2571: 2570: 2563: 2556: 2548: 2541: 2540: 2528: 2519: 2506: 2495:(2): 205–217. 2479: 2468:(2): 125–142. 2448: 2435: 2420: 2404: 2395: 2386: 2377: 2368: 2359: 2349: 2340: 2322: 2302: 2292: 2278: 2266: 2252: 2239: 2224: 2199: 2172:(4): 177–193. 2152: 2140: 2127: 2118: 2099:(4): 915–946. 2083: 2074: 2060: 2031:(3): 272–284. 2015: 1996:(3): 195–202. 1980: 1951:(3): 272–284. 1931: 1894: 1881: 1833: 1823: 1813: 1794:(638): 41–58. 1788:NASSP Bulletin 1778: 1745: 1730: 1724:978-3844384697 1723: 1705: 1681: 1648: 1625: 1590: 1567: 1550: 1533: 1507: 1484: 1419: 1360: 1349:. May 17, 2007 1331: 1312:(4): 497–519. 1292: 1285: 1267: 1222: 1196: 1194: 1191: 1190: 1189: 1183: 1180:Normal schools 1177: 1172: 1167: 1162: 1157: 1152: 1147: 1142: 1137: 1132: 1127: 1120: 1117: 1102: 1099: 1089:In India, the 1078: 1075: 1062: 1059: 1050: 1047: 1041: 1038: 1008: 1005: 991: 988: 983: 980: 964: 963: 956: 953: 946: 945: 944: 937: 934: 933:into teaching, 927: 924: 868: 867: 846: 843: 840: 839: 822: 817: 814: 813: 810: 807: 804: 803: 800: 796: 795: 791: 790: 785: 782: 779: 778: 773: 770: 767: 766: 763: 759: 758: 748: 745: 719: 718: 669: 667: 660: 654: 651: 634: 631: 623: 622: 619: 616: 613: 610: 607: 604: 601: 588: 585: 573: 572: 569: 566: 563: 546: 543: 538: 537: 534: 531: 526: 523: 513: 510: 509: 508: 504: 500: 497: 462: 459: 430: 427: 425: 422: 421: 420: 410: 402: 391: 388: 374: 371: 370: 369: 359: 356: 299: 298: 296: 295: 288: 281: 273: 270: 269: 268: 267: 262: 257: 252: 247: 242: 237: 232: 230:Evidence-based 227: 222: 217: 209: 208: 204: 203: 202: 201: 196: 191: 189:Social science 186: 181: 176: 171: 166: 161: 156: 151: 146: 141: 133: 132: 128: 127: 126: 125: 120: 115: 110: 105: 100: 95: 90: 85: 80: 70: 65: 60: 55: 50: 42: 41: 37: 36: 26: 24: 14: 13: 10: 9: 6: 4: 3: 2: 5316: 5305: 5302: 5301: 5299: 5284: 5276: 5274: 5266: 5264: 5263: 5252: 5251: 5248: 5234: 5229: 5227: 5226:French Guiana 5224: 5222: 5219: 5218: 5216: 5210: 5205: 5199: 5196: 5194: 5191: 5189: 5186: 5184: 5181: 5179: 5176: 5174: 5171: 5169: 5166: 5164: 5161: 5159: 5156: 5154: 5151: 5149: 5146: 5144: 5141: 5140: 5138: 5136: 5132: 5125: 5115: 5112: 5110: 5107: 5105: 5102: 5100: 5097: 5095: 5092: 5090: 5089:New Caledonia 5087: 5085: 5082: 5080: 5077: 5075: 5072: 5070: 5069:Easter Island 5067: 5065: 5062: 5060: 5057: 5055: 5052: 5050: 5047: 5046: 5044: 5038: 5032: 5029: 5027: 5024: 5023: 5021: 5015: 5009: 5006: 5004: 5001: 4999: 4996: 4994: 4991: 4989: 4986: 4984: 4981: 4979: 4976: 4974: 4971: 4969: 4966: 4964: 4961: 4959: 4956: 4954: 4951: 4949: 4946: 4944: 4941: 4940: 4938: 4934: 4927: 4917: 4914: 4912: 4909: 4907: 4904: 4902: 4899: 4897: 4894: 4892: 4889: 4887: 4884: 4882: 4879: 4877: 4874: 4872: 4869: 4867: 4864: 4862: 4859: 4857: 4854: 4852: 4849: 4847: 4844: 4842: 4839: 4837: 4834: 4832: 4829: 4827: 4824: 4822: 4819: 4818: 4816: 4808: 4802: 4801:United States 4799: 4797: 4794: 4792: 4789: 4787: 4784: 4782: 4779: 4777: 4774: 4772: 4769: 4767: 4764: 4762: 4759: 4757: 4754: 4752: 4749: 4747: 4744: 4742: 4739: 4737: 4734: 4732: 4729: 4727: 4724: 4722: 4719: 4717: 4714: 4712: 4709: 4707: 4704: 4702: 4699: 4697: 4694: 4692: 4689: 4688: 4686: 4682: 4675: 4665: 4662: 4661: 4659: 4655: 4649: 4646: 4644: 4641: 4639: 4636: 4634: 4631: 4629: 4626: 4624: 4623:Faroe Islands 4621: 4619: 4616: 4615: 4613: 4607: 4601: 4598: 4596: 4595:South Ossetia 4593: 4591: 4588: 4586: 4583: 4581: 4578: 4577: 4575: 4569: 4563: 4560: 4558: 4555: 4553: 4550: 4548: 4545: 4543: 4540: 4538: 4535: 4533: 4530: 4528: 4525: 4523: 4520: 4518: 4515: 4513: 4510: 4508: 4505: 4503: 4500: 4498: 4495: 4493: 4490: 4488: 4485: 4483: 4480: 4478: 4475: 4473: 4470: 4468: 4465: 4463: 4460: 4458: 4455: 4453: 4450: 4448: 4447:Liechtenstein 4445: 4443: 4440: 4438: 4435: 4433: 4430: 4428: 4426: 4423: 4421: 4418: 4416: 4413: 4411: 4408: 4406: 4403: 4401: 4398: 4396: 4393: 4391: 4388: 4386: 4383: 4381: 4378: 4376: 4373: 4371: 4368: 4366: 4363: 4361: 4358: 4356: 4353: 4351: 4348: 4346: 4343: 4341: 4338: 4336: 4333: 4331: 4328: 4326: 4323: 4321: 4318: 4317: 4315: 4311: 4307: 4302: 4292: 4288: 4284: 4282: 4274: 4273: 4270: 4264: 4261: 4259: 4256: 4254: 4251: 4249: 4246: 4244: 4241: 4240: 4238: 4233: 4229: 4223: 4220: 4218: 4217:South Ossetia 4215: 4213: 4210: 4208: 4205: 4203: 4200: 4199: 4197: 4195: 4189: 4183: 4180: 4178: 4175: 4173: 4170: 4168: 4165: 4163: 4160: 4158: 4155: 4153: 4150: 4148: 4145: 4143: 4140: 4138: 4135: 4133: 4130: 4128: 4125: 4123: 4120: 4118: 4115: 4113: 4110: 4108: 4105: 4103: 4100: 4098: 4095: 4093: 4090: 4088: 4085: 4083: 4080: 4078: 4075: 4073: 4070: 4068: 4065: 4063: 4060: 4058: 4055: 4053: 4050: 4048: 4045: 4043: 4040: 4038: 4035: 4033: 4030: 4028: 4025: 4023: 4020: 4018: 4015: 4013: 4010: 4008: 4005: 4003: 4000: 3998: 3995: 3993: 3990: 3988: 3985: 3983: 3980: 3978: 3975: 3973: 3970: 3968: 3965: 3963: 3960: 3958: 3955: 3953: 3950: 3948: 3945: 3943: 3940: 3939: 3937: 3935: 3931: 3927: 3922: 3907: 3903: 3899: 3896: 3890: 3886: 3883: 3877: 3874: 3868: 3864: 3860: 3857: 3856: 3853: 3845: 3839: 3836: 3834: 3831: 3830: 3828: 3820: 3814: 3811: 3809: 3806: 3804: 3801: 3799: 3796: 3794: 3791: 3789: 3786: 3784: 3781: 3779: 3776: 3774: 3771: 3769: 3766: 3764: 3761: 3759: 3756: 3754: 3751: 3749: 3746: 3744: 3741: 3739: 3736: 3734: 3731: 3729: 3726: 3724: 3721: 3719: 3716: 3714: 3711: 3709: 3706: 3704: 3701: 3699: 3696: 3694: 3691: 3689: 3686: 3684: 3681: 3679: 3676: 3674: 3671: 3669: 3666: 3664: 3663:Guinea-Bissau 3661: 3659: 3656: 3654: 3651: 3649: 3646: 3644: 3641: 3639: 3636: 3634: 3631: 3629: 3626: 3624: 3621: 3619: 3616: 3614: 3611: 3609: 3606: 3604: 3601: 3599: 3596: 3594: 3591: 3589: 3586: 3584: 3581: 3579: 3576: 3574: 3571: 3569: 3566: 3564: 3561: 3559: 3556: 3554: 3551: 3549: 3546: 3545: 3543: 3539: 3535: 3530: 3526: 3519: 3515: 3504: 3500: 3496: 3495: 3491: 3466: 3461: 3458: 3454: 3453:Undergraduate 3451: 3450: 3445: 3442: 3441: 3437: 3432: 3429: 3427: 3424: 3420: 3417: 3416: 3411: 3408: 3389: 3383: 3379: 3378:Middle school 3376: 3375: 3370: 3367: 3366: 3361: 3358: 3357: 3352: 3349: 3330: 3324: 3319: 3318: 3313: 3310: 3309: 3304: 3301: 3300: 3295: 3292: 3282: 3277: 3274: 3270: 3267: 3266: 3261: 3258: 3257: 3254: 3251: 3249: 3246: 3244: 3241: 3239: 3236: 3235: 3230: 3226: 3221: 3217: 3207: 3204: 3202: 3199: 3197: 3194: 3192: 3189: 3187: 3184: 3182: 3179: 3177: 3174: 3173: 3171: 3167: 3161: 3158: 3154: 3151: 3149: 3146: 3144: 3143:Project-based 3141: 3139: 3138:Problem-based 3136: 3134: 3131: 3129: 3126: 3124: 3121: 3119: 3116: 3114: 3111: 3109: 3106: 3104: 3101: 3099: 3098:Demonstration 3096: 3094: 3093:Contemplative 3091: 3089: 3086: 3084: 3081: 3080: 3079: 3076: 3074: 3071: 3069: 3066: 3064: 3061: 3059: 3056: 3054: 3051: 3047: 3044: 3042: 3039: 3037: 3034: 3033: 3032: 3029: 3027: 3024: 3022: 3019: 3017: 3014: 3012: 3009: 3007: 3004: 3003: 3001: 2997: 2991: 2988: 2986: 2983: 2981: 2980:Homeschooling 2978: 2976: 2973: 2971: 2968: 2966: 2963: 2961: 2958: 2956: 2953: 2952: 2950: 2948: 2944: 2938: 2935: 2933: 2930: 2928: 2925: 2923: 2920: 2918: 2915: 2913: 2910: 2908: 2905: 2903: 2900: 2898: 2895: 2893: 2890: 2888: 2885: 2883: 2880: 2878: 2875: 2873: 2870: 2868: 2865: 2863: 2860: 2858: 2855: 2853: 2850: 2848: 2845: 2843: 2840: 2838: 2835: 2833: 2830: 2828: 2827:Environmental 2825: 2823: 2820: 2818: 2815: 2813: 2810: 2808: 2805: 2803: 2800: 2798: 2795: 2793: 2790: 2788: 2785: 2783: 2780: 2778: 2775: 2774: 2772: 2770: 2766: 2758: 2755: 2754: 2753: 2752:Instructional 2750: 2748: 2745: 2743: 2740: 2738: 2735: 2733: 2730: 2728: 2725: 2723: 2720: 2718: 2715: 2713: 2710: 2708: 2705: 2703: 2700: 2698: 2695: 2693: 2690: 2688: 2685: 2683: 2680: 2678: 2675: 2671: 2668: 2666: 2663: 2661: 2658: 2656: 2655:Psychometrics 2653: 2649: 2646: 2645: 2644: 2641: 2640: 2639: 2636: 2634: 2631: 2629: 2626: 2625: 2623: 2619: 2613: 2610: 2608: 2605: 2603: 2600: 2599: 2597: 2595: 2591: 2584: 2580: 2576: 2569: 2564: 2562: 2557: 2555: 2550: 2549: 2546: 2538: 2532: 2529: 2523: 2520: 2517: 2510: 2507: 2502: 2498: 2494: 2490: 2483: 2480: 2475: 2471: 2467: 2463: 2459: 2452: 2449: 2446: 2439: 2436: 2431: 2424: 2421: 2418: 2414: 2408: 2405: 2399: 2396: 2390: 2387: 2381: 2378: 2372: 2369: 2363: 2360: 2353: 2350: 2344: 2341: 2336: 2332: 2326: 2323: 2318: 2314: 2306: 2303: 2296: 2293: 2290: 2282: 2279: 2273: 2271: 2267: 2264: 2259: 2257: 2253: 2250: 2243: 2240: 2237: 2231: 2229: 2225: 2213: 2209: 2203: 2200: 2195: 2191: 2187: 2183: 2179: 2175: 2171: 2167: 2163: 2156: 2153: 2150: 2144: 2141: 2138: 2131: 2128: 2122: 2119: 2114: 2110: 2106: 2102: 2098: 2094: 2087: 2084: 2078: 2075: 2070: 2064: 2061: 2056: 2052: 2048: 2044: 2039: 2034: 2030: 2026: 2019: 2016: 2011: 2007: 2003: 1999: 1995: 1991: 1984: 1981: 1976: 1972: 1968: 1964: 1959: 1954: 1950: 1946: 1942: 1935: 1932: 1926: 1921: 1917: 1913: 1909: 1905: 1898: 1895: 1891: 1885: 1882: 1877: 1873: 1869: 1865: 1860: 1855: 1851: 1847: 1840: 1838: 1834: 1827: 1824: 1817: 1814: 1809: 1805: 1801: 1797: 1793: 1789: 1782: 1779: 1774: 1768: 1760: 1756: 1749: 1746: 1742:. Peter Lang. 1741: 1734: 1731: 1726: 1720: 1716: 1709: 1706: 1695: 1691: 1685: 1682: 1676: 1671: 1667: 1663: 1659: 1652: 1649: 1644: 1640: 1636: 1629: 1626: 1621: 1617: 1613: 1609: 1605: 1601: 1594: 1591: 1586: 1582: 1578: 1571: 1568: 1560: 1554: 1551: 1543: 1537: 1534: 1529: 1525: 1518: 1511: 1508: 1503: 1499: 1495: 1488: 1485: 1480: 1476: 1472: 1468: 1463: 1458: 1454: 1450: 1446: 1442: 1438: 1434: 1430: 1423: 1420: 1415: 1411: 1406: 1401: 1397: 1393: 1388: 1383: 1380:(18): 11809. 1379: 1375: 1371: 1364: 1361: 1348: 1341: 1335: 1332: 1327: 1323: 1319: 1315: 1311: 1307: 1303: 1296: 1293: 1288: 1282: 1278: 1271: 1268: 1263: 1257: 1243:on 2007-07-08 1239: 1232: 1226: 1223: 1220: 1216: 1213: 1209: 1208: 1201: 1198: 1192: 1187: 1184: 1181: 1178: 1176: 1173: 1171: 1168: 1166: 1163: 1161: 1158: 1156: 1153: 1151: 1148: 1146: 1143: 1141: 1138: 1136: 1135:Normal school 1133: 1131: 1128: 1126: 1123: 1122: 1118: 1116: 1113: 1109: 1106: 1100: 1098: 1096: 1092: 1087: 1083: 1076: 1074: 1072: 1068: 1060: 1058: 1056: 1048: 1046: 1039: 1037: 1033: 1029: 1027: 1023: 1019: 1015: 1006: 1004: 1002: 998: 987: 981: 979: 977: 973: 969: 961: 957: 954: 951: 947: 942: 938: 935: 932: 928: 925: 922: 918: 917: 915: 912: 911: 910: 906: 902: 900: 894: 892: 888: 884: 880: 876: 866: 862: 858: 854: 850: 847: 841: 838: 834: 830: 826: 823: 815: 811: 805: 801: 797: 792: 789: 786: 780: 777: 774: 768: 764: 760: 755: 746: 744: 742: 736: 732: 728: 724: 715: 712: 704: 694: 690: 686: 680: 679: 675: 670:This section 668: 664: 659: 658: 652: 650: 648: 639: 632: 630: 628: 620: 617: 614: 611: 608: 605: 602: 599: 598: 597: 593: 586: 584: 580: 578: 570: 567: 564: 560: 559: 558: 555: 551: 544: 542: 535: 532: 529: 528: 524: 522: 520: 511: 505: 501: 498: 495: 491: 487: 483: 479: 476: 475: 474: 471: 469: 460: 458: 454: 450: 446: 442: 438: 436: 428: 423: 418: 414: 411: 408: 407: 403: 400: 397: 396: 395: 389: 387: 383: 379: 372: 367: 362: 361: 357: 355: 353: 347: 345: 341: 337: 333: 329: 325: 321: 317: 313: 305: 294: 289: 287: 282: 280: 275: 274: 272: 271: 266: 263: 261: 258: 256: 253: 251: 250:Meta-analysis 248: 246: 243: 241: 238: 236: 233: 231: 228: 226: 223: 221: 218: 216: 213: 212: 211: 210: 205: 200: 197: 195: 192: 190: 187: 185: 182: 180: 177: 175: 172: 170: 167: 165: 162: 160: 157: 155: 152: 150: 147: 145: 142: 140: 137: 136: 135: 134: 129: 124: 121: 119: 116: 114: 111: 109: 106: 104: 101: 99: 96: 94: 91: 89: 86: 84: 81: 78: 74: 71: 69: 66: 64: 61: 59: 56: 54: 51: 49: 46: 45: 44: 43: 38: 35: 31: 19: 5253: 5209:Dependencies 5040:Dependencies 5026:Cook Islands 4906:Sint Maarten 4886:Saint Martin 4600:Transnistria 4232:Dependencies 4162:Turkmenistan 4127:Saudi Arabia 3898:Saint Helena 3869: 3773:South Africa 3763:Sierra Leone 3568:Burkina Faso 3460:Postgraduate 3276:Kindergarten 3128:Personalized 3108:Experiential 3068:Teacher look 2921: 2777:Agricultural 2633:Anthropology 2531: 2522: 2509: 2492: 2488: 2482: 2465: 2461: 2451: 2438: 2429: 2423: 2407: 2398: 2389: 2380: 2371: 2362: 2352: 2343: 2334: 2325: 2316: 2312: 2305: 2295: 2281: 2242: 2216:. 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Retrieved 1238:the original 1225: 1205: 1200: 1114: 1110: 1107: 1104: 1088: 1084: 1080: 1064: 1052: 1043: 1034: 1030: 1010: 993: 985: 976:trade unions 968:universities 965: 907: 903: 895: 871: 844:Related jobs 799:Competencies 737: 733: 729: 725: 722: 707: 701:January 2015 698: 683:Please help 671: 644: 624: 594: 590: 581: 574: 556: 552: 548: 539: 515: 472: 464: 455: 451: 447: 443: 439: 432: 429:Organization 416: 412: 404: 398: 393: 384: 380: 376: 348: 315: 311: 310: 117: 5283:WikiProject 4973:New Zealand 4876:Puerto Rico 4786:Saint Lucia 4736:El Salvador 4638:Isle of Man 4573:recognition 4547:Switzerland 4482:Netherlands 4291:Asia portal 4192:States with 4112:Philippines 4052:South Korea 4047:North Korea 3942:Afghanistan 3825:recognition 3778:South Sudan 3668:Ivory Coast 3384:High school 3181:Definitions 3058:Lesson plan 2947:Alternative 2852:Mathematics 2822:Engineering 1668:(2): 1–10. 1606:(4): 3–15. 1530:(1): 68–77. 1353:December 7, 1150:Pedeutology 1071:Netherlands 794:Description 562:not enough. 245:Focus group 215:Case method 174:Mathematics 159:Engineering 40:Disciplines 4871:Montserrat 4866:Martinique 4861:Guadeloupe 4716:Costa Rica 4517:San Marino 4477:Montenegro 4457:Luxembourg 4437:Kazakhstan 4340:Azerbaijan 4172:Uzbekistan 4147:Tajikistan 4062:Kyrgyzstan 4042:Kazakhstan 3962:Bangladesh 3952:Azerbaijan 3880:(Portugal) 3838:Somaliland 3758:Seychelles 3723:Mozambique 3708:Mauritania 3693:Madagascar 3648:The Gambia 3583:Cape Verde 3436:Continuing 3426:Vocational 3031:Curriculum 2965:Democratic 2937:Vocational 2927:Technology 2887:Philosophy 2769:By subject 2747:Technology 2727:Psychology 2712:Philosophy 2702:Leadership 2643:Evaluation 2638:Assessment 2432:: 288–299. 2218:2022-02-19 1699:2020-09-22 1247:2009-08-17 1193:References 1155:ResearchED 1026:geographer 1014:researcher 1001:assessment 887:curriculum 825:University 820:employment 776:Profession 757:Occupation 468:deontology 461:Curriculum 364:See also: 199:Vocational 194:Technology 83:Technology 73:Psychology 68:Philosophy 58:Evaluation 5198:Venezuela 5143:Argentina 4943:Australia 4856:Greenland 4771:Nicaragua 4746:Guatemala 4628:Gibraltar 4452:Lithuania 4258:Hong Kong 4212:Palestine 4137:Sri Lanka 4132:Singapore 4012:Indonesia 3713:Mauritius 3269:Preschool 3169:Wikimedia 2907:Religious 2832:Euthenics 2817:Economics 2797:Chemistry 2787:Bilingual 2742:Sociology 2697:Inclusion 2677:Economics 2575:Education 2194:148681792 2186:0013-189X 2055:143701923 2033:CiteSeerX 2010:145800637 1975:143701923 1953:CiteSeerX 1925:10059/390 1876:145581883 1854:CiteSeerX 1808:144066549 1620:142315421 1479:252009527 1453:0047-2891 1396:1661-7827 1326:143369796 1040:Modelling 941:didactics 849:Professor 818:Fields of 788:Education 672:does not 577:retention 406:induction 390:Continuum 340:classroom 332:behaviors 328:attitudes 324:knowledge 322:with the 5298:Category 5273:Category 5188:Suriname 5178:Paraguay 5163:Colombia 4958:Kiribati 4821:Anguilla 4756:Honduras 4726:Dominica 4701:Barbados 4648:Svalbard 4633:Guernsey 4580:Abkhazia 4532:Slovenia 4527:Slovakia 4502:Portugal 4360:Bulgaria 4281:Category 4202:Abkhazia 4152:Thailand 4107:Pakistan 4087:Mongolia 4082:Maldives 4077:Malaysia 3977:Cambodia 3904: / 3900: / 3893:(France) 3887: / 3865: / 3861: / 3813:Zimbabwe 3788:Tanzania 3638:Ethiopia 3633:Eswatini 3613:Djibouti 3578:Cameroon 3563:Botswana 3153:Socratic 3113:Feedback 2999:Concepts 2892:Physical 2862:Military 2842:Language 2792:Business 2732:Research 2722:Politics 2707:Pedagogy 2602:Glossary 2587:Overview 2516:outcomes 2300:131–148. 2289:outcomes 2249:outcomes 2113:14682751 1471:36053439 1414:36142079 1256:cite web 1215:Archived 1145:Pedagogy 1119:See also 1069:and the 1067:Flanders 1018:academic 931:research 923:as such, 891:pedagogy 857:lecturer 853:academic 741:gravitas 320:teachers 169:Literacy 164:Language 144:Business 5193:Uruguay 5168:Ecuador 5148:Bolivia 5109:Tokelau 5008:Vanuatu 4851:Curaçao 4836:Bonaire 4831:Bermuda 4761:Jamaica 4741:Grenada 4696:Bahamas 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