Teacher education - Knowledge

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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

433:. 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. 1028:

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.

1093:, 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'. 1069:) 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). 1032:

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).

466:, 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 553:

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

1053:. 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”. 2380:

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)

1768: 1125: 4943: 2231: 290: 1425:"Teachers can make a difference in bullying: Effects of teacher interventions on students' adoption of bully, victim, bully-victim or defender roles across time" 4911: 4786: 346:, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). 1111:

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.

3743: 625:, summarizing evidence from 51 studies, finds no clear evidence that continuing professional development in education improves student academic outcomes. 1653: 1257: 2371:

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 (

2327:"Improvement of teachers' competences. [Social Impact]. FAMT&L. Formative Assessment for Mathematics' Teaching and Learning (2013–2016)" 2259: 1210: 4836: 4187: 1366:"School bullying is not a conflict: The interplay between conflict management styles, bullying victimization and psychological school adjustment" 5221: 3603: 1226: 1086: 429:

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)

405:(the process of providing training and support during the first few years of teaching or the first year in a particular school); 5273: 4841: 4659: 4557: 4370: 2857: 2623: 2232:

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

5104: 1631:"The GOALS model: Rural teacher preparation institutions meeting the ideals of a PDS through educational technology" 5216: 5049: 4876: 4442: 4243: 3897: 3658: 2797: 2665: 2655: 1937:"The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools" 148: 4988: 5294: 5084: 4896: 4157: 4122: 4077: 3893: 3768: 3758: 3563: 3233: 3143: 3128: 2877: 951:

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: 1538:"A Learning Alberta: Advanced Education in Rural Alberta: Challenges And Opportunities: A Discussion Document" 1512: 4861: 4866: 4856: 4711: 4512: 4472: 4452: 4432: 4335: 4167: 4142: 4057: 4037: 3987: 3957: 3947: 3833: 3753: 3718: 3703: 3688: 3643: 3578: 3448: 3088: 2822: 2707: 2554: 2510: 2283: 2243: 1298:"Teachers' professional knowledge and state-funded teacher education: a (hi)story of critiques and silences" 874: 688: 673: 477: 473: 259: 254: 87: 67: 4643: 4575: 4197: 517:

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

5188: 5133: 4938: 4851: 4846: 4831: 4766: 4741: 4623: 4447: 4253: 4132: 4127: 4007: 3884: 3880: 3871: 3862: 3708: 3455: 3138: 3133: 2772: 2742: 2737: 2722: 2697: 2638: 2633: 2028: 1948: 1849: 996: 992: 878: 622: 489: 485: 82: 72: 57: 2440: 1297: 5178: 5168: 5153: 4953: 4816: 4751: 4721: 4696: 4628: 4527: 4522: 4497: 4355: 4147: 4102: 4082: 4072: 3972: 3858: 3808: 3783: 3633: 3628: 3608: 3573: 3558: 3123: 3103: 2942: 2847: 2817: 2717: 2692: 2426:

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

1762: 1207: 633: 327: 219: 173: 138: 4613: 3181: 2483:

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".

5183: 5158: 5138: 5099: 5003: 4826: 4756: 4736: 4552: 4502: 4462: 4415: 4410: 4400: 4385: 4380: 4375: 4360: 4345: 4340: 4330: 4325: 4320: 4315: 4172: 4087: 4067: 3952: 3942: 3793: 3763: 3748: 3733: 3723: 3713: 3678: 3673: 3623: 3568: 3543: 3431: 3421: 3148: 2960: 2932: 2922: 2882: 2752: 2747: 2727: 2687: 2607: 2077:

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

1336:"Preparing Teachers for the Classroom: The Role of the Higher Education Act and No Child Left Behind" 1165: 922:

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

894: 828: 481: 463: 239: 198: 193: 62: 33: 2033: 1953: 1854: 1630: 1233: 5199: 5163: 5143: 5074: 4998: 4771: 4761: 4706: 4701: 4638: 4580: 4547: 4537: 4517: 4507: 4492: 4487: 4467: 4437: 4405: 4390: 4365: 4301: 4227: 4217: 4152: 4117: 4052: 4032: 4022: 3982: 3967: 3962: 3803: 3798: 3738: 3693: 3653: 3548: 3529: 3243: 3155: 3108: 3058: 3006: 3001: 2980: 2902: 2812: 2792: 2782: 2672: 1984:

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

1155: 1135: 1050: 112: 4282: 3494: 974:), and their working time may be fully, or only partly, dedicated to the preparation of teachers. 5263: 5148: 4993: 4983: 4973: 4963: 4821: 4746: 4532: 4457: 4427: 4258: 4177: 4137: 4112: 4092: 4027: 4002: 3992: 3977: 3778: 3728: 3683: 3668: 3648: 3638: 3613: 3553: 3248: 3036: 2887: 2837: 2787: 2732: 2677: 2589: 2547: 2185: 2104: 2046: 2001: 1966: 1867: 1799: 1611: 1470: 1317: 1273:

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

572: 224: 168: 163: 143: 52: 47: 2326: 5173: 5069: 5026: 4948: 4716: 4097: 4062: 4017: 4012: 3921: 3788: 3698: 3588: 3426: 3238: 3220: 3098: 3068: 3041: 3031: 3021: 3016: 2985: 2907: 2892: 2852: 2660: 2643: 2177: 1714: 1462: 1444: 1405: 1387: 1276: 1251: 1206:. 1940; 10: 210–215. In the UK, however, the term 'teacher training' is still in general use: 719:

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

642: 183: 97: 76: 1537: 3498: 3414: 3355: 3118: 3113: 3083: 2970: 2965: 2927: 2832: 2807: 2712: 2492: 2465: 2169: 2096: 2038: 1993: 1958: 1915: 1907: 1859: 1791: 1665: 1603: 1576: 1554: 1493: 1452: 1436: 1395: 1377: 1309: 909: 430: 264: 107: 102: 92: 2157: 1782:

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

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

1513:"Policy, practice and need in the professional preparation of teachers for rural teaching" 1214: 1160: 234: 122: 2412: 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: 2108: 2064: 999:; the wider context of teacher education, the way it is organised, and in research. 397:(a pre-service course before entering the classroom as a fully responsible teacher); 3271: 3063: 971: 963: 2065:"Theatre of the Oppressed in Education – Centre for Community Dialogue and Change" 2042: 1962: 1313: 469:

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

4286: 3053: 1863: 1424: 1145: 1066: 658: 641:

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

244: 214: 2496: 2469: 1997: 1795: 1670: 1607: 1440: 17: 3176: 3026: 2158:"Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries" 2100: 1150: 1021: 1009: 882: 820: 771: 2181: 2173: 1448: 1391: 3264: 3186: 2827: 2570: 1750: 1382: 936: 844: 783: 339: 323: 3201: 1629:

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

1466: 1409: 532:

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

3196: 2242:

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

1580: 1497: 2702: 1140: 1062: 1013: 1008:

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

926: 886: 852: 848: 736: 331: 2897: 1017: 967: 860: 798:

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

319: 2453: 2441:

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

1016:'; others may relate primarily to their academic discipline, such as ' 1920: 1654:"A Technology Supported Induction Network for Rural Student Teachers" 944:

teachers in schools who supervise student teachers during periods of

870: 832: 343: 2132: 1200:

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

1936: 856: 632: 335: 302: 1370:

International Journal of Environmental Research and Public Health

2532: 5117: 4924: 4672: 4299: 3919: 3527: 3516: 3218: 2581: 2543: 1343:

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

1208:

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

652: 571:

Some research suggests that such programmes can: increase the

561:

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

550:

develop the basic competences that were acquired in college).

2539: 978:

Professional knowledge and competences of teacher educators

1184:, historical coverage of teacher training in major states 1073:

Policy and legislation on the teacher educator profession

1490:

Werklund School of Education Research & Publications

2145:

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

1749:

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

1635:

Contemporary Issues in Technology and Teacher Education

1061:

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

338:

they require to perform their tasks effectively in the

2454:"Becoming a teacher educator: evidence from the field" 621:

However, a systematic review published in 2019 by the

2413:

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

608:

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

307:

Percentage of trained teachers by region (2000–2017)

5197: 5124: 5035: 5012: 4931: 4805: 4679: 4652: 4604: 4566: 4308: 4226: 4186: 3928: 3842: 3817: 3536: 3164: 2994: 2941: 2763: 2616: 2588: 2409:

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

1091:

National Curricular Framework for Teacher Education

838: 812: 802: 794: 789: 777: 765: 757: 752: 1423:Burger, C., Strohmeier, D., Kollerová, L. (2022). 1126:Gender mainstreaming in teacher education policy 415:(an in-service process for practicing teachers). 2353:educators’, Routledge, London, 2011; pp 232–247 2156:Ingvarson, Lawrence; Rowley, Glenn (May 2017). 2555: 2309:Journal of Theories and Research in Education 1560:. Northern Alberta Development Council. 2010. 1543:. Edmonton: Alberta Advanced Education. 2005. 1097:Research into the teacher educator profession 897:' may be used instead of 'teacher educator'. 284: 8: 5223:South Georgia and the South Sandwich Islands 2531:For one example, see the InfoTED project at 1767:: CS1 maint: multiple names: authors list ( 1751:"Do Teacher Induction and Mentoring Matter?" 1736:Educational Leadership: The Power of Oneself 1713:. Lambert Academic Publishing. p. 172. 1057:Professional standards for teacher educators 747: 27:Training teachers to develop teaching skills 970:, private sector training organisations or 954:those in charge of school teaching staff's 889:, subject-specific teaching methods etc.). 687:. Unsourced material may be challenged and 5114: 4921: 4669: 4296: 3916: 3524: 3513: 3444: 3439: 3410: 3405: 3369: 3364: 3351: 3346: 3312: 3307: 3294: 3289: 3260: 3255: 3229: 3215: 2578: 2562: 2548: 2540: 291: 277: 29: 2268: 2266: 2032: 1952: 1919: 1853: 1669: 1456: 1399: 1381: 1171:History of education in the United States 707:Learn how and when to remove this message 2226: 2224: 1935:Jabbar, Abdul; Hardaker, Glenn (2013). 1835: 1833: 1193: 206: 130: 39: 32: 2254: 2252: 1760: 1520:Journal of Research in Rural Education 1256:: CS1 maint: archived copy as title ( 1249: 986:Teacher educators' fields of knowledge 746: 649:Quality assurance in teacher education 2089:American Educational Research Journal 1087:National Council of Teacher Education 7: 1652:Winstead Fry, Sara (December 2018). 685:adding citations to reliable sources 395:initial teacher training / education 5269: 2331:SIOR, Social Impact Open Repository 1555:"Rural and Remote Education Report" 1182:Normal schools in the United States 956:continuous professional development 605:be delivered to groups of teachers, 583:Continuous professional development 413:continuing professional development 364:Normal schools in the United States 1121:European Teacher Education Network 985: 25: 2407:See examples from United States: 1596:Rural Special Education Quarterly 1178:, for teacher education worldwide 761:Teacher educator, teacher trainer 5268: 5259: 5258: 5246: 4787:Saint Vincent and the Grenadines 4281: 4272: 4271: 3829:Sahrawi Arab Democratic Republic 3599:Democratic Republic of the Congo 3493: 2143:Europass Teacher Academy. 2020; 2133:https://doi.org/10.1002/cl2.1060 1912:10.1111/j.1468-2273.2006.00306.x 1429:Journal of Youth and Adolescence 912:academics with a responsibility 657: 476:in education-related aspects of 437:credential or master's degree). 334:, approaches, methodologies and 541:Induction of beginning teachers 4944:Federated States of Micronesia 4239:British Indian Ocean Territory 2485:Teaching and Teacher Education 2458:Teaching and Teacher Education 1203:Review of Educational Research 614:encourage experimentation, and 515:Sustainable Development Goal 4 1: 2533:https://www.ntnu.edu/info-ted 1709:Rosser-Cox, Michelle (2011). 1690:Global Campaign For Education 352:pre-service teacher education 4912:United States Virgin Islands 2043:10.1080/13562517.2012.725221 2021:Teaching in Higher Education 1963:10.1080/13562517.2012.725221 1941:Teaching in Higher Education 1886:Teaching in Higher Education 1842:Journal of Teacher Education 1314:10.1080/03054985.2014.939413 611:promote reflective practice, 521:Supervised field experiences 4674:Education in North America 1864:10.1177/0022487102053001003 617:respond to teachers' needs. 5311: 5119:Education in South America 2497:10.1016/j.tate.2004.12.009 2470:10.1016/j.tate.2004.12.006 1998:10.1207/s15430421tip4203_5 1900:Higher Education Quarterly 1796:10.1177/019263650408863804 1734:Rosser and Massey (2013). 1671:10.35608/ruraled.v27i2.492 1608:10.1177/875687050702600402 1441:10.1007/s10964-022-01674-6 1302:Oxford Review of Education 361: 5240: 4887:Saint Pierre and Miquelon 4267: 3523: 3512: 3488: 3442: 3408: 3367: 3349: 3310: 3292: 3258: 3234:Early childhood education 3227: 3214: 2577: 2452:Murray J, Male T (2005). 2101:10.3102/00028312038004915 369:Policy and related issues 5090:Northern Mariana Islands 4907:Turks and Caicos Islands 3988:East Timor (Timor-Leste) 3584:Central African Republic 2174:10.3102/0013189X17711900 825:teacher-training college 5055:Cocos (Keeling) Islands 4249:Cocos (Keeling) Islands 1383:10.3390/ijerph191811809 875:philosophy of education 478:philosophy of education 260:Participant observation 255:Multivariate statistics 88:International education 4837:British Virgin Islands 4351:Bosnia and Herzegovina 2162:Educational Researcher 1888:, 18 (3). pp. 272–284. 1511:Gibson, I. W. (1994). 993:curriculum development 932:for subject studies or 879:sociology of education 638: 623:Campbell Collaboration 490:sociology of education 486:educational psychology 474:foundational knowledge 308: 5038:and other territories 4777:Saint Kitts and Nevis 3744:São Tomé and Príncipe 3604:Republic of the Congo 2411:and the Netherlands: 1296:Oancea, Alis (2014). 1089:(NCTE) released the ' 723:teaching profession. 643:The Erasmus Programme 637:Teacher training, DRC 636: 306: 220:Conversation analysis 4926:Education in Oceania 4302:Education in Europe 4163:United Arab Emirates 3530:Education in Africa 2753:Instructional design 2208:education.nsw.gov.au 1986:Theory into Practice 1755:Gse Faculty Research 1166:History of education 829:college of education 681:improve this section 602:use active learning, 596:be spread over time, 482:history of education 240:Factorial experiment 34:Educational research 4792:Trinidad and Tobago 4687:Antigua and Barbuda 4567:States with limited 4190:limited recognition 3819:States with limited 3518:Education by region 3244:Secondary education 3156:Teaching philosophy 3059:Pedagogical pattern 3002:21st century skills 2981:Religious education 2624:Aims and objectives 2204:"Types of feedback" 1686:"SDG4's 10 targets" 1581:10.5072/PRISM/31627 1498:10.5072/PRISM/31625 1364:Burger, C. (2022). 1156:School of education 1136:Pedagogical pattern 1051:reflective practice 1003:Multiple identities 749: 409:teacher development 113:Religious education 5253:Schools portal 4727:Dominican Republic 3922:Education in Asia 3249:Tertiary education 3187:Learning resources 2678:Education sciences 2509:see, for example: 1658:The Rural Educator 1213:2011-04-04 at the 804:Education required 639: 309: 225:Discourse analysis 131:Curricular domains 53:Education sciences 48:Curriculum studies 5282: 5281: 5236: 5235: 5232: 5231: 5204:other territories 5113: 5112: 5105:Wallis and Futuna 5013:Associated states 4920: 4919: 4809:other territories 4668: 4667: 4295: 4294: 4232:other territories 3915: 3914: 3846:other territories 3619:Equatorial Guinea 3508: 3507: 3483: 3482: 3479: 3478: 3474: 3473: 3470: 3469: 3465: 3464: 3402: 3401: 3397: 3396: 3393: 3392: 3388: 3387: 3343: 3342: 3338: 3337: 3334: 3333: 3329: 3328: 3286: 3285: 3281: 3280: 3239:Primary education 3210: 3209: 3099:Dialogic learning 3069:Teacher retention 3022:Critical thinking 3017:Class arrangement 2986:Special education 2661:Standardized test 2644:Course evaluation 1435:(12): 2312–2327. 1282:978-0-946671-37-3 1271:BERA/RSA (2014). 946:teaching practice 917:teacher education 866: 865: 743:Teacher educators 717: 716: 709: 599:be collaborative, 312:Teacher education 301: 300: 118:Teacher education 98:Special education 93:School counseling 16:(Redirected from 5302: 5295:Teacher training 5272: 5271: 5262: 5261: 5251: 5250: 5249: 5224: 5212:Falkland Islands 5126:Sovereign states 5115: 5095:Pitcairn Islands 5065:French Polynesia 5050:Christmas Island 4979:Papua New Guinea 4959:Marshall Islands 4932:Sovereign states 4922: 4877:Saint Barthélemy 4807:Dependencies and 4680:Sovereign states 4670: 4605:Dependencies and 4309:Sovereign states 4297: 4285: 4275: 4274: 4244:Christmas Island 3930:Sovereign states 3917: 3907: 3906:(United Kingdom) 3902:Tristan da Cunha 3898:Ascension Island 3890: 3877: 3868: 3844:Dependencies and 3537:Sovereign states 3525: 3514: 3497: 3445: 3440: 3415:Higher education 3411: 3406: 3370: 3365: 3356:Secondary school 3352: 3347: 3313: 3308: 3295: 3290: 3261: 3256: 3230: 3216: 3144:Student-centered 3129:Phenomenon-based 3119:Peer instruction 3084:Blended learning 3007:Bloom's taxonomy 2971:Gifted education 2966:Education reform 2798:Computer science 2579: 2564: 2557: 2550: 2541: 2535: 2529: 2523: 2520: 2514: 2507: 2501: 2500: 2480: 2474: 2473: 2449: 2443: 2436: 2430: 2429: 2421: 2415: 2405: 2399: 2396: 2390: 2387: 2381: 2378: 2372: 2369: 2363: 2360: 2354: 2350: 2344: 2341: 2335: 2334: 2323: 2317: 2316: 2303: 2297: 2293: 2287: 2279: 2273: 2270: 2261: 2256: 2247: 2240: 2234: 2228: 2219: 2218: 2216: 2215: 2200: 2194: 2193: 2153: 2147: 2141: 2135: 2128: 2122: 2119: 2113: 2112: 2084: 2078: 2075: 2069: 2068: 2061: 2055: 2054: 2036: 2016: 2010: 2009: 1981: 1975: 1974: 1956: 1932: 1926: 1925: 1923: 1895: 1889: 1882: 1876: 1875: 1857: 1837: 1828: 1824: 1818: 1814: 1808: 1807: 1779: 1773: 1772: 1766: 1758: 1746: 1740: 1739: 1731: 1725: 1724: 1706: 1700: 1699: 1697: 1696: 1682: 1676: 1675: 1673: 1649: 1643: 1642: 1626: 1620: 1619: 1591: 1585: 1584: 1568: 1562: 1561: 1559: 1551: 1545: 1544: 1542: 1534: 1528: 1527: 1517: 1508: 1502: 1501: 1485: 1479: 1478: 1460: 1420: 1414: 1413: 1403: 1385: 1361: 1355: 1354: 1352: 1350: 1340: 1332: 1326: 1325: 1293: 1287: 1286: 1275:. London: BERA. 1268: 1262: 1261: 1255: 1247: 1245: 1244: 1238: 1232:. Archived from 1231: 1223: 1217: 1198: 910:Higher education 779:Activity sectors 750: 748:Teacher educator 712: 705: 701: 698: 692: 661: 653: 629:Teacher training 431:higher education 316:teacher training 293: 286: 279: 149:Computer science 108:Female education 103:Gifted education 30: 21: 5310: 5309: 5305: 5304: 5303: 5301: 5300: 5299: 5285: 5284: 5283: 5278: 5247: 5245: 5228: 5222: 5205: 5203: 5193: 5120: 5109: 5037: 5031: 5014: 5008: 4989:Solomon Islands 4927: 4916: 4810: 4808: 4801: 4675: 4664: 4648: 4606: 4600: 4586:Northern Cyprus 4568: 4562: 4483:North Macedonia 4304: 4291: 4263: 4231: 4222: 4203:Northern Cyprus 4189: 4182: 3924: 3911: 3910: 3905: 3888: 3875: 3866: 3847: 3845: 3838: 3822: 3820: 3813: 3532: 3519: 3504: 3503: 3484: 3475: 3466: 3458: 3451: 3429: 3417: 3398: 3389: 3381: 3376: 3358: 3339: 3330: 3322: 3317: 3301: 3282: 3274: 3267: 3223: 3206: 3160: 3079:Active learning 3074:Teaching method 3049:Learning theory 2990: 2956:Autodidacticism 2951:Adult education 2937: 2878:Performing arts 2759: 2666:Teacher quality 2656:Standards-based 2612: 2584: 2573: 2568: 2538: 2530: 2526: 2521: 2517: 2508: 2504: 2482: 2481: 2477: 2451: 2450: 2446: 2437: 2433: 2423: 2422: 2418: 2406: 2402: 2397: 2393: 2388: 2384: 2379: 2375: 2370: 2366: 2361: 2357: 2351: 2347: 2342: 2338: 2325: 2324: 2320: 2305: 2304: 2300: 2294: 2290: 2280: 2276: 2271: 2264: 2257: 2250: 2241: 2237: 2229: 2222: 2213: 2211: 2202: 2201: 2197: 2155: 2154: 2150: 2142: 2138: 2129: 2125: 2120: 2116: 2086: 2085: 2081: 2076: 2072: 2063: 2062: 2058: 2034:10.1.1.695.8524 2018: 2017: 2013: 1983: 1982: 1978: 1954:10.1.1.695.8524 1934: 1933: 1929: 1897: 1896: 1892: 1883: 1879: 1855:10.1.1.618.3136 1839: 1838: 1831: 1825: 1821: 1815: 1811: 1781: 1780: 1776: 1759: 1748: 1747: 1743: 1733: 1732: 1728: 1721: 1708: 1707: 1703: 1694: 1692: 1684: 1683: 1679: 1651: 1650: 1646: 1628: 1627: 1623: 1593: 1592: 1588: 1570: 1569: 1565: 1557: 1553: 1552: 1548: 1540: 1536: 1535: 1531: 1515: 1510: 1509: 1505: 1487: 1486: 1482: 1422: 1421: 1417: 1363: 1362: 1358: 1348: 1346: 1338: 1334: 1333: 1329: 1295: 1294: 1290: 1283: 1270: 1269: 1265: 1248: 1242: 1240: 1236: 1229: 1227:"Archived copy" 1225: 1224: 1220: 1215:Wayback Machine 1199: 1195: 1191: 1161:Teaching method 1117: 1099: 1075: 1059: 1047: 1045:Meta-reflection 1038: 1005: 988: 980: 895:teacher trainer 841: 817: 815: 805: 780: 768: 767:Occupation type 745: 713: 702: 696: 693: 678: 662: 651: 631: 585: 543: 523: 510: 459: 427: 422: 388: 371: 366: 360: 297: 235:Factor analysis 179:Performing arts 154:Early childhood 123:Teaching method 28: 23: 22: 18:Teaching degree 15: 12: 11: 5: 5308: 5306: 5298: 5297: 5287: 5286: 5280: 5279: 5277: 5276: 5266: 5256: 5241: 5238: 5237: 5234: 5233: 5230: 5229: 5227: 5226: 5219: 5214: 5208: 5206: 5198: 5195: 5194: 5192: 5191: 5186: 5181: 5176: 5171: 5166: 5161: 5156: 5151: 5146: 5141: 5136: 5130: 5128: 5122: 5121: 5118: 5111: 5110: 5108: 5107: 5102: 5097: 5092: 5087: 5085:Norfolk Island 5082: 5077: 5072: 5067: 5062: 5057: 5052: 5047: 5045:American Samoa 5041: 5039: 5033: 5032: 5030: 5029: 5024: 5018: 5016: 5015:of New Zealand 5010: 5009: 5007: 5006: 5001: 4996: 4991: 4986: 4981: 4976: 4971: 4966: 4961: 4956: 4951: 4946: 4941: 4935: 4933: 4929: 4928: 4925: 4918: 4917: 4915: 4914: 4909: 4904: 4899: 4897:Sint Eustatius 4894: 4889: 4884: 4879: 4874: 4869: 4864: 4859: 4854: 4849: 4844: 4842:Cayman Islands 4839: 4834: 4829: 4824: 4819: 4813: 4811: 4806: 4803: 4802: 4800: 4799: 4794: 4789: 4784: 4779: 4774: 4769: 4764: 4759: 4754: 4749: 4744: 4739: 4734: 4729: 4724: 4719: 4714: 4709: 4704: 4699: 4694: 4689: 4683: 4681: 4677: 4676: 4673: 4666: 4665: 4663: 4662: 4660:European Union 4656: 4654: 4653:Other entities 4650: 4649: 4647: 4646: 4641: 4636: 4631: 4626: 4621: 4616: 4610: 4608: 4607:other entities 4602: 4601: 4599: 4598: 4593: 4588: 4583: 4578: 4572: 4570: 4564: 4563: 4561: 4560: 4558:United Kingdom 4555: 4550: 4545: 4540: 4535: 4530: 4525: 4520: 4515: 4510: 4505: 4500: 4495: 4490: 4485: 4480: 4475: 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3034: 3024: 3019: 3014: 3012:Cognitive load 3009: 3004: 2998: 2996: 2992: 2991: 2989: 2988: 2983: 2978: 2973: 2968: 2963: 2958: 2953: 2947: 2945: 2939: 2938: 2936: 2935: 2930: 2925: 2920: 2915: 2910: 2905: 2900: 2895: 2890: 2885: 2880: 2875: 2870: 2865: 2860: 2855: 2850: 2845: 2840: 2835: 2830: 2825: 2820: 2815: 2810: 2805: 2800: 2795: 2790: 2785: 2780: 2775: 2769: 2767: 2761: 2760: 2758: 2757: 2756: 2755: 2745: 2740: 2735: 2730: 2725: 2720: 2715: 2710: 2705: 2700: 2695: 2690: 2685: 2683:Evidence-based 2680: 2675: 2670: 2669: 2668: 2663: 2658: 2653: 2648: 2647: 2646: 2631: 2626: 2620: 2618: 2617:By perspective 2614: 2613: 2611: 2610: 2605: 2600: 2594: 2592: 2586: 2585: 2582: 2575: 2574: 2569: 2567: 2566: 2559: 2552: 2544: 2537: 2536: 2524: 2515: 2502: 2491:(2): 205–217. 2475: 2464:(2): 125–142. 2444: 2431: 2416: 2400: 2391: 2382: 2373: 2364: 2355: 2345: 2336: 2318: 2298: 2288: 2274: 2262: 2248: 2235: 2220: 2195: 2168:(4): 177–193. 2148: 2136: 2123: 2114: 2095:(4): 915–946. 2079: 2070: 2056: 2027:(3): 272–284. 2011: 1992:(3): 195–202. 1976: 1947:(3): 272–284. 1927: 1890: 1877: 1829: 1819: 1809: 1790:(638): 41–58. 1784:NASSP Bulletin 1774: 1741: 1726: 1720:978-3844384697 1719: 1701: 1677: 1644: 1621: 1586: 1563: 1546: 1529: 1503: 1480: 1415: 1356: 1345:. May 17, 2007 1327: 1308:(4): 497–519. 1288: 1281: 1263: 1218: 1192: 1190: 1187: 1186: 1185: 1179: 1176:Normal schools 1173: 1168: 1163: 1158: 1153: 1148: 1143: 1138: 1133: 1128: 1123: 1116: 1113: 1098: 1095: 1085:In India, the 1074: 1071: 1058: 1055: 1046: 1043: 1037: 1034: 1004: 1001: 987: 984: 979: 976: 960: 959: 952: 949: 942: 941: 940: 933: 930: 929:into teaching, 923: 920: 864: 863: 842: 839: 836: 835: 818: 813: 810: 809: 806: 803: 800: 799: 796: 792: 791: 787: 786: 781: 778: 775: 774: 769: 766: 763: 762: 759: 755: 754: 744: 741: 715: 714: 665: 663: 656: 650: 647: 630: 627: 619: 618: 615: 612: 609: 606: 603: 600: 597: 584: 581: 569: 568: 565: 562: 559: 542: 539: 534: 533: 530: 527: 522: 519: 509: 506: 505: 504: 500: 496: 493: 458: 455: 426: 423: 421: 418: 417: 416: 406: 398: 387: 384: 370: 367: 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: 5307: 5296: 5293: 5292: 5290: 5275: 5267: 5265: 5257: 5255: 5254: 5243: 5242: 5239: 5225: 5220: 5218: 5217:French Guiana 5215: 5213: 5210: 5209: 5207: 5201: 5196: 5190: 5187: 5185: 5182: 5180: 5177: 5175: 5172: 5170: 5167: 5165: 5162: 5160: 5157: 5155: 5152: 5150: 5147: 5145: 5142: 5140: 5137: 5135: 5132: 5131: 5129: 5127: 5123: 5116: 5106: 5103: 5101: 5098: 5096: 5093: 5091: 5088: 5086: 5083: 5081: 5080:New Caledonia 5078: 5076: 5073: 5071: 5068: 5066: 5063: 5061: 5060:Easter Island 5058: 5056: 5053: 5051: 5048: 5046: 5043: 5042: 5040: 5034: 5028: 5025: 5023: 5020: 5019: 5017: 5011: 5005: 5002: 5000: 4997: 4995: 4992: 4990: 4987: 4985: 4982: 4980: 4977: 4975: 4972: 4970: 4967: 4965: 4962: 4960: 4957: 4955: 4952: 4950: 4947: 4945: 4942: 4940: 4937: 4936: 4934: 4930: 4923: 4913: 4910: 4908: 4905: 4903: 4900: 4898: 4895: 4893: 4890: 4888: 4885: 4883: 4880: 4878: 4875: 4873: 4870: 4868: 4865: 4863: 4860: 4858: 4855: 4853: 4850: 4848: 4845: 4843: 4840: 4838: 4835: 4833: 4830: 4828: 4825: 4823: 4820: 4818: 4815: 4814: 4812: 4804: 4798: 4797:United States 4795: 4793: 4790: 4788: 4785: 4783: 4780: 4778: 4775: 4773: 4770: 4768: 4765: 4763: 4760: 4758: 4755: 4753: 4750: 4748: 4745: 4743: 4740: 4738: 4735: 4733: 4730: 4728: 4725: 4723: 4720: 4718: 4715: 4713: 4710: 4708: 4705: 4703: 4700: 4698: 4695: 4693: 4690: 4688: 4685: 4684: 4682: 4678: 4671: 4661: 4658: 4657: 4655: 4651: 4645: 4642: 4640: 4637: 4635: 4632: 4630: 4627: 4625: 4622: 4620: 4619:Faroe Islands 4617: 4615: 4612: 4611: 4609: 4603: 4597: 4594: 4592: 4591:South Ossetia 4589: 4587: 4584: 4582: 4579: 4577: 4574: 4573: 4571: 4565: 4559: 4556: 4554: 4551: 4549: 4546: 4544: 4541: 4539: 4536: 4534: 4531: 4529: 4526: 4524: 4521: 4519: 4516: 4514: 4511: 4509: 4506: 4504: 4501: 4499: 4496: 4494: 4491: 4489: 4486: 4484: 4481: 4479: 4476: 4474: 4471: 4469: 4466: 4464: 4461: 4459: 4456: 4454: 4451: 4449: 4446: 4444: 4443:Liechtenstein 4441: 4439: 4436: 4434: 4431: 4429: 4426: 4424: 4422: 4419: 4417: 4414: 4412: 4409: 4407: 4404: 4402: 4399: 4397: 4394: 4392: 4389: 4387: 4384: 4382: 4379: 4377: 4374: 4372: 4369: 4367: 4364: 4362: 4359: 4357: 4354: 4352: 4349: 4347: 4344: 4342: 4339: 4337: 4334: 4332: 4329: 4327: 4324: 4322: 4319: 4317: 4314: 4313: 4311: 4307: 4303: 4298: 4288: 4284: 4280: 4278: 4270: 4269: 4266: 4260: 4257: 4255: 4252: 4250: 4247: 4245: 4242: 4240: 4237: 4236: 4234: 4229: 4225: 4219: 4216: 4214: 4213:South Ossetia 4211: 4209: 4206: 4204: 4201: 4199: 4196: 4195: 4193: 4191: 4185: 4179: 4176: 4174: 4171: 4169: 4166: 4164: 4161: 4159: 4156: 4154: 4151: 4149: 4146: 4144: 4141: 4139: 4136: 4134: 4131: 4129: 4126: 4124: 4121: 4119: 4116: 4114: 4111: 4109: 4106: 4104: 4101: 4099: 4096: 4094: 4091: 4089: 4086: 4084: 4081: 4079: 4076: 4074: 4071: 4069: 4066: 4064: 4061: 4059: 4056: 4054: 4051: 4049: 4046: 4044: 4041: 4039: 4036: 4034: 4031: 4029: 4026: 4024: 4021: 4019: 4016: 4014: 4011: 4009: 4006: 4004: 4001: 3999: 3996: 3994: 3991: 3989: 3986: 3984: 3981: 3979: 3976: 3974: 3971: 3969: 3966: 3964: 3961: 3959: 3956: 3954: 3951: 3949: 3946: 3944: 3941: 3939: 3936: 3935: 3933: 3931: 3927: 3923: 3918: 3903: 3899: 3895: 3892: 3886: 3882: 3879: 3873: 3870: 3864: 3860: 3856: 3853: 3852: 3849: 3841: 3835: 3832: 3830: 3827: 3826: 3824: 3816: 3810: 3807: 3805: 3802: 3800: 3797: 3795: 3792: 3790: 3787: 3785: 3782: 3780: 3777: 3775: 3772: 3770: 3767: 3765: 3762: 3760: 3757: 3755: 3752: 3750: 3747: 3745: 3742: 3740: 3737: 3735: 3732: 3730: 3727: 3725: 3722: 3720: 3717: 3715: 3712: 3710: 3707: 3705: 3702: 3700: 3697: 3695: 3692: 3690: 3687: 3685: 3682: 3680: 3677: 3675: 3672: 3670: 3667: 3665: 3662: 3660: 3659:Guinea-Bissau 3657: 3655: 3652: 3650: 3647: 3645: 3642: 3640: 3637: 3635: 3632: 3630: 3627: 3625: 3622: 3620: 3617: 3615: 3612: 3610: 3607: 3605: 3602: 3600: 3597: 3595: 3592: 3590: 3587: 3585: 3582: 3580: 3577: 3575: 3572: 3570: 3567: 3565: 3562: 3560: 3557: 3555: 3552: 3550: 3547: 3545: 3542: 3541: 3539: 3535: 3531: 3526: 3522: 3515: 3511: 3500: 3496: 3492: 3491: 3487: 3462: 3457: 3454: 3450: 3449:Undergraduate 3447: 3446: 3441: 3438: 3437: 3433: 3428: 3425: 3423: 3420: 3416: 3413: 3412: 3407: 3404: 3385: 3379: 3375: 3374:Middle school 3372: 3371: 3366: 3363: 3362: 3357: 3354: 3353: 3348: 3345: 3326: 3320: 3315: 3314: 3309: 3306: 3305: 3300: 3297: 3296: 3291: 3288: 3278: 3273: 3270: 3266: 3263: 3262: 3257: 3254: 3253: 3250: 3247: 3245: 3242: 3240: 3237: 3235: 3232: 3231: 3226: 3222: 3217: 3213: 3203: 3200: 3198: 3195: 3193: 3190: 3188: 3185: 3183: 3180: 3178: 3175: 3173: 3170: 3169: 3167: 3163: 3157: 3154: 3150: 3147: 3145: 3142: 3140: 3139:Project-based 3137: 3135: 3134:Problem-based 3132: 3130: 3127: 3125: 3122: 3120: 3117: 3115: 3112: 3110: 3107: 3105: 3102: 3100: 3097: 3095: 3094:Demonstration 3092: 3090: 3089:Contemplative 3087: 3085: 3082: 3080: 3077: 3076: 3075: 3072: 3070: 3067: 3065: 3062: 3060: 3057: 3055: 3052: 3050: 3047: 3043: 3040: 3038: 3035: 3033: 3030: 3029: 3028: 3025: 3023: 3020: 3018: 3015: 3013: 3010: 3008: 3005: 3003: 3000: 2999: 2997: 2993: 2987: 2984: 2982: 2979: 2977: 2976:Homeschooling 2974: 2972: 2969: 2967: 2964: 2962: 2959: 2957: 2954: 2952: 2949: 2948: 2946: 2944: 2940: 2934: 2931: 2929: 2926: 2924: 2921: 2919: 2916: 2914: 2911: 2909: 2906: 2904: 2901: 2899: 2896: 2894: 2891: 2889: 2886: 2884: 2881: 2879: 2876: 2874: 2871: 2869: 2866: 2864: 2861: 2859: 2856: 2854: 2851: 2849: 2846: 2844: 2841: 2839: 2836: 2834: 2831: 2829: 2826: 2824: 2823:Environmental 2821: 2819: 2816: 2814: 2811: 2809: 2806: 2804: 2801: 2799: 2796: 2794: 2791: 2789: 2786: 2784: 2781: 2779: 2776: 2774: 2771: 2770: 2768: 2766: 2762: 2754: 2751: 2750: 2749: 2748:Instructional 2746: 2744: 2741: 2739: 2736: 2734: 2731: 2729: 2726: 2724: 2721: 2719: 2716: 2714: 2711: 2709: 2706: 2704: 2701: 2699: 2696: 2694: 2691: 2689: 2686: 2684: 2681: 2679: 2676: 2674: 2671: 2667: 2664: 2662: 2659: 2657: 2654: 2652: 2651:Psychometrics 2649: 2645: 2642: 2641: 2640: 2637: 2636: 2635: 2632: 2630: 2627: 2625: 2622: 2621: 2619: 2615: 2609: 2606: 2604: 2601: 2599: 2596: 2595: 2593: 2591: 2587: 2580: 2576: 2572: 2565: 2560: 2558: 2553: 2551: 2546: 2545: 2542: 2534: 2528: 2525: 2519: 2516: 2513: 2506: 2503: 2498: 2494: 2490: 2486: 2479: 2476: 2471: 2467: 2463: 2459: 2455: 2448: 2445: 2442: 2435: 2432: 2427: 2420: 2417: 2414: 2410: 2404: 2401: 2395: 2392: 2386: 2383: 2377: 2374: 2368: 2365: 2359: 2356: 2349: 2346: 2340: 2337: 2332: 2328: 2322: 2319: 2314: 2310: 2302: 2299: 2292: 2289: 2286: 2278: 2275: 2269: 2267: 2263: 2260: 2255: 2253: 2249: 2246: 2239: 2236: 2233: 2227: 2225: 2221: 2209: 2205: 2199: 2196: 2191: 2187: 2183: 2179: 2175: 2171: 2167: 2163: 2159: 2152: 2149: 2146: 2140: 2137: 2134: 2127: 2124: 2118: 2115: 2110: 2106: 2102: 2098: 2094: 2090: 2083: 2080: 2074: 2071: 2066: 2060: 2057: 2052: 2048: 2044: 2040: 2035: 2030: 2026: 2022: 2015: 2012: 2007: 2003: 1999: 1995: 1991: 1987: 1980: 1977: 1972: 1968: 1964: 1960: 1955: 1950: 1946: 1942: 1938: 1931: 1928: 1922: 1917: 1913: 1909: 1905: 1901: 1894: 1891: 1887: 1881: 1878: 1873: 1869: 1865: 1861: 1856: 1851: 1847: 1843: 1836: 1834: 1830: 1823: 1820: 1813: 1810: 1805: 1801: 1797: 1793: 1789: 1785: 1778: 1775: 1770: 1764: 1756: 1752: 1745: 1742: 1738:. Peter Lang. 1737: 1730: 1727: 1722: 1716: 1712: 1705: 1702: 1691: 1687: 1681: 1678: 1672: 1667: 1663: 1659: 1655: 1648: 1645: 1640: 1636: 1632: 1625: 1622: 1617: 1613: 1609: 1605: 1601: 1597: 1590: 1587: 1582: 1578: 1574: 1567: 1564: 1556: 1550: 1547: 1539: 1533: 1530: 1525: 1521: 1514: 1507: 1504: 1499: 1495: 1491: 1484: 1481: 1476: 1472: 1468: 1464: 1459: 1454: 1450: 1446: 1442: 1438: 1434: 1430: 1426: 1419: 1416: 1411: 1407: 1402: 1397: 1393: 1389: 1384: 1379: 1376:(18): 11809. 1375: 1371: 1367: 1360: 1357: 1344: 1337: 1331: 1328: 1323: 1319: 1315: 1311: 1307: 1303: 1299: 1292: 1289: 1284: 1278: 1274: 1267: 1264: 1259: 1253: 1239:on 2007-07-08 1235: 1228: 1222: 1219: 1216: 1212: 1209: 1205: 1204: 1197: 1194: 1188: 1183: 1180: 1177: 1174: 1172: 1169: 1167: 1164: 1162: 1159: 1157: 1154: 1152: 1149: 1147: 1144: 1142: 1139: 1137: 1134: 1132: 1131:Normal school 1129: 1127: 1124: 1122: 1119: 1118: 1114: 1112: 1109: 1105: 1102: 1096: 1094: 1092: 1088: 1083: 1079: 1072: 1070: 1068: 1064: 1056: 1054: 1052: 1044: 1042: 1035: 1033: 1029: 1025: 1023: 1019: 1015: 1011: 1002: 1000: 998: 994: 983: 977: 975: 973: 969: 965: 957: 953: 950: 947: 943: 938: 934: 931: 928: 924: 921: 918: 914: 913: 911: 908: 907: 906: 902: 898: 896: 890: 888: 884: 880: 876: 872: 862: 858: 854: 850: 846: 843: 837: 834: 830: 826: 822: 819: 811: 807: 801: 797: 793: 788: 785: 782: 776: 773: 770: 764: 760: 756: 751: 742: 740: 738: 732: 728: 724: 720: 711: 708: 700: 690: 686: 682: 676: 675: 671: 666:This section 664: 660: 655: 654: 648: 646: 644: 635: 628: 626: 624: 616: 613: 610: 607: 604: 601: 598: 595: 594: 593: 589: 582: 580: 576: 574: 566: 563: 560: 556: 555: 554: 551: 547: 540: 538: 531: 528: 525: 524: 520: 518: 516: 507: 501: 497: 494: 491: 487: 483: 479: 475: 472: 471: 470: 467: 465: 456: 454: 450: 446: 442: 438: 434: 432: 424: 419: 414: 410: 407: 404: 403: 399: 396: 393: 392: 391: 385: 383: 379: 375: 368: 365: 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: 5244: 5200:Dependencies 5036:Dependencies 5022:Cook Islands 4902:Sint Maarten 4882:Saint Martin 4596:Transnistria 4228:Dependencies 4158:Turkmenistan 4123:Saudi Arabia 3894:Saint Helena 3865: 3769:South Africa 3759:Sierra Leone 3564:Burkina Faso 3456:Postgraduate 3272:Kindergarten 3124:Personalized 3104:Experiential 3064:Teacher look 2917: 2773:Agricultural 2629:Anthropology 2527: 2518: 2505: 2488: 2484: 2478: 2461: 2457: 2447: 2434: 2425: 2419: 2403: 2394: 2385: 2376: 2367: 2358: 2348: 2339: 2330: 2321: 2312: 2308: 2301: 2291: 2277: 2238: 2212:. 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Retrieved 1234:the original 1221: 1201: 1196: 1110: 1106: 1103: 1100: 1084: 1080: 1076: 1060: 1048: 1039: 1030: 1026: 1006: 989: 981: 972:trade unions 964:universities 961: 916: 903: 899: 891: 867: 840:Related jobs 795:Competencies 733: 729: 725: 721: 718: 703: 697:January 2015 694: 679:Please help 667: 640: 620: 590: 586: 577: 570: 552: 548: 544: 535: 511: 468: 460: 451: 447: 443: 439: 435: 428: 425:Organization 412: 408: 400: 394: 389: 380: 376: 372: 348: 315: 311: 310: 117: 5274:WikiProject 4969:New Zealand 4872:Puerto Rico 4782:Saint Lucia 4732:El Salvador 4634:Isle of Man 4569:recognition 4543:Switzerland 4478:Netherlands 4287:Asia portal 4188:States with 4108:Philippines 4048:South Korea 4043:North Korea 3938:Afghanistan 3821:recognition 3774:South Sudan 3664:Ivory Coast 3380:High school 3177:Definitions 3054:Lesson plan 2943:Alternative 2848:Mathematics 2818:Engineering 1664:(2): 1–10. 1602:(4): 3–15. 1526:(1): 68–77. 1349:December 7, 1146:Pedeutology 1067:Netherlands 790:Description 558:not enough. 245:Focus group 215:Case method 174:Mathematics 159:Engineering 40:Disciplines 4867:Montserrat 4862:Martinique 4857:Guadeloupe 4712:Costa Rica 4513:San Marino 4473:Montenegro 4453:Luxembourg 4433:Kazakhstan 4336:Azerbaijan 4168:Uzbekistan 4143:Tajikistan 4058:Kyrgyzstan 4038:Kazakhstan 3958:Bangladesh 3948:Azerbaijan 3876:(Portugal) 3834:Somaliland 3754:Seychelles 3719:Mozambique 3704:Mauritania 3689:Madagascar 3644:The Gambia 3579:Cape Verde 3432:Continuing 3422:Vocational 3027:Curriculum 2961:Democratic 2933:Vocational 2923:Technology 2883:Philosophy 2765:By subject 2743:Technology 2723:Psychology 2708:Philosophy 2698:Leadership 2639:Evaluation 2634:Assessment 2428:: 288–299. 2214:2022-02-19 1695:2020-09-22 1243:2009-08-17 1189:References 1151:ResearchED 1022:geographer 1010:researcher 997:assessment 883:curriculum 821:University 816:employment 772:Profession 753:Occupation 464:deontology 457:Curriculum 362:See also: 199:Vocational 194:Technology 83:Technology 73:Psychology 68:Philosophy 58:Evaluation 5189:Venezuela 5134:Argentina 4939:Australia 4852:Greenland 4767:Nicaragua 4742:Guatemala 4624:Gibraltar 4448:Lithuania 4254:Hong Kong 4208:Palestine 4133:Sri Lanka 4128:Singapore 4008:Indonesia 3709:Mauritius 3265:Preschool 3165:Wikimedia 2903:Religious 2828:Euthenics 2813:Economics 2793:Chemistry 2783:Bilingual 2738:Sociology 2693:Inclusion 2673:Economics 2571:Education 2190:148681792 2182:0013-189X 2051:143701923 2029:CiteSeerX 2006:145800637 1971:143701923 1949:CiteSeerX 1921:10059/390 1872:145581883 1850:CiteSeerX 1804:144066549 1616:142315421 1475:252009527 1449:0047-2891 1392:1661-7827 1322:143369796 1036:Modelling 937:didactics 845:Professor 814:Fields of 784:Education 668:does not 573:retention 402:induction 386:Continuum 340:classroom 332:behaviors 328:attitudes 324:knowledge 322:with the 5289:Category 5264:Category 5179:Suriname 5169:Paraguay 5154:Colombia 4954:Kiribati 4817:Anguilla 4752:Honduras 4722:Dominica 4697:Barbados 4644:Svalbard 4629:Guernsey 4576:Abkhazia 4528:Slovenia 4523:Slovakia 4498:Portugal 4356:Bulgaria 4277:Category 4198:Abkhazia 4148:Thailand 4103:Pakistan 4083:Mongolia 4078:Maldives 4073:Malaysia 3973:Cambodia 3900: / 3896: / 3889:(France) 3883: / 3861: / 3857: / 3809:Zimbabwe 3784:Tanzania 3634:Ethiopia 3629:Eswatini 3609:Djibouti 3574:Cameroon 3559:Botswana 3149:Socratic 3109:Feedback 2995:Concepts 2888:Physical 2858:Military 2838:Language 2788:Business 2728:Research 2718:Politics 2703:Pedagogy 2598:Glossary 2583:Overview 2512:outcomes 2296:131–148. 2285:outcomes 2245:outcomes 2109:14682751 1467:36053439 1410:36142079 1252:cite web 1211:Archived 1141:Pedagogy 1115:See also 1065:and the 1063:Flanders 1014:academic 927:research 919:as such, 887:pedagogy 853:lecturer 849:academic 737:gravitas 320:teachers 169:Literacy 164:Language 144:Business 5184:Uruguay 5159:Ecuador 5139:Bolivia 5100:Tokelau 5004:Vanuatu 4847:Curaçao 4832:Bonaire 4827:Bermuda 4757:Jamaica 4737:Grenada 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