Becoming a Teacher Educator: Theory and Practice for Teacher by Anja Swennen, Marcel van der Klink

By Anja Swennen, Marcel van der Klink

Becoming a instructor Educator is a powerful e-book for instructor educators who are looking to develop into engaged within the newest perspectives and practices in their career. it's the first publication that addresses a number very important subject matters relating to the paintings of instructor educators, the induction of instructor educators and their additional specialist improvement.

Becoming a instructor Educator has a realistic concentration and it presents theoretical insights, studies of specialists and sensible options.

The booklet is rooted within the organization of instructor schooling in Europe (ATEE) and plenty of of the chapters are written by means of authors who're energetic contributors of the ATEE. special researchers and practitioners from assorted components of Europe, and past, joined their efforts to put in writing a ebook that's really overseas and combines study, perform and mirrored image.

Becoming a instructor Educator is vital examining for amateur instructor educators in addition to skilled instructor educators who are looking to stay alongside of the most recent insights of their career. This publication offers a advisor should you supervise or trainer beginner or veteran instructor educators, and for numerous execs who endure accountability for the pro improvement of instructor educators.

"There is a growing to be desire for evidence-based assets made to be had to (future) instructor educators. considering the fact that a studying society calls for new units of potential of the most actors, we're such a lot in wish of a professional instructor educators that help the pro improvement in their (student) lecturers. This ebook matches the particular demands."

(Dr. Joost Lowyck, Professor Emeritus, former director of the trainer schooling Institute, Leuven University).

"This is an unique booklet in an important sector. The editors outline the idea that of ‘teacher educator’ largely and that i imagine, for that reason, that the e-book is correct for faculties, better schooling, and schooling gurus of every kind. The authorship and topic have huge relevance throughout Europe, Australasia and North America." (Prof. Bob Moon, Professor in schooling instructing stories, division of schooling, Open collage, UK).

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The moral curriculum code, whereby the curriculum is governed by the need to introduce the learners to their responsibilities in society. Reproduction of culture, values and morals has a central place in the curriculum. The realistic curriculum code, whereby the content of the curriculum is selected based on its usefulness to the individual and to society. The curriculum is intended to contribute to production and economic growth. These different curriculum codes lead to different emphases being put on content elements for teacher education, for example: 1 Teacher Education in Europe r r r r 19 When the main aim of education is to introduce pupils to the world of knowledge and the intellectual and cultural heritage of society, the subject knowledge and cultural knowledge of student teachers and their ability to transfer that knowledge are emphasised (the classical curriculum code).

This variety of approaches can be recognised in such concepts as the reflective practitioner, the teacher as researcher or collaborative learning. Again, a variety of views exist in various European counties and in various teacher education institutes: r r r When teacher learning is seen in terms of a transmission model, the curriculum is strictly regulated, leaving limited freedom for student teachers to set their own goals and to adapt the curriculum to the preferred learning style of each student.

Indicators of teacher quality should be focused not only on the teaching process itself but also on the development of teaching materials, school innovation and knowledge development through systematic reflection and research. The use of indicators Quality indicators are not goals in themselves, but should be part of a system to stimulate teacher quality that is consistent with the indicators and that stimulates ownership by teachers. Fig. 4 Recommendations on the development of, criteria for and use of indicators of teacher quality (Association of Teacher Education, 2006) ˇ M.

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