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Reforming Teacher Education: Something Old, Something New
  1. Reforming Teacher Education: Something Old, Something New 2006
  2. Alphabetical Search
  3. Horace Mann - Schools, Education & Accomplishments - Biography

Reforming Teacher Education: Something Old, Something New 2006

Type 2: Focused on high quality teaching across disciplines with significant contribution to research;. Type 3: High quality teaching focused on undergraduate education.

There will be re-structuring of Undergraduate programs e. A new apex body Rashtriya Shiksha Ayog is proposed to enable a holistic and integrated implementation of all educational initiatives and programmatic interventions, and to coordinate efforts between the Centre and states.

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The National Research Foundation, an apex body is proposed for creating a strong research culture and building research capacity across higher education. The four functions of standard setting, Funding, Accreditation and Regulation to be separated and conducted by independent bodies: National Higher Education Regulatory Authority as the only regulator for all higher education including professional education. The private and public institutions will be treated on par and education will remain a 'not for profit' activity.

Several new policy initiatives for promoting internationalization of higher education, strengthening quality open and distance learning, technology integration at all levels of education, adult and lifelong learning and initiatives to enhance participation of under-represented groups, and eliminate gender, social category and regional gaps in education outcomes were also recommended. Promotion of Indian and classical languages and setting up three new National Institutes for Pali, Persian and Prakrit. The path breaking reforms recommended will bring about a paradigm shift by equipping our students, teachers and educational institutions with the right competencies and capabilities and also create an enabling and reinvigorated educational eco-system for a vibrant new India.

In many cases, curriculum packages are purchased or adopted because they are perceived to be of a higher quality or more prestigious than the existing curriculum options offered by a school or independently developed by teachers. Curriculum resources: The resources that schools provide to teachers can also have a significant affect on curriculum.

For example, if a district or school purchases a certain set of textbooks and requires teachers to use them, those textbooks will inevitably influence what gets taught and how teachers teach.

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Technology purchases are another example of resources that have the potential to influence curriculum. If all students are given laptops and all classrooms are outfitted with interactive whiteboards, for example, teachers can make significant changes in what they teach and how they teach to take advantage of these new technologies for a more detailed discussion of this example, see one-to-one.

In most cases, however, new curriculum resources require schools to invest in professional development that helps teachers use the new resources effectively, given that simply providing new resources without investing in teacher education and training may fail to bring about desired improvements. In addition, the type of professional development provided to teachers can also have a major influence on curriculum development and design.


Curriculum standardization: States, districts, and schools may also try to improve teaching quality and effectiveness by requiring, or simply encouraging, teachers to use either a standardized curriculum or common processes for developing curriculum. While the strategies used to promote more standardized curricula can vary widely from state to state or school to school, the general goal is to increase teaching quality through greater curricular consistency. School performance will likely improve, the reasoning goes, if teaching methods and learning expectations are based on sound principles and consistently applied throughout a state, district, or school.

Curriculum standards may also be created or proposed by influential educational organizations—such as the National Science Teachers Association or the National Council of Teachers of Mathematics , for example—with the purpose of guiding learning expectations and teaching within particular academic disciplines. While the professional autonomy and creativity of individual teachers may be significantly limited when such a curriculum system is used, the general rationale is that teaching quality can be assured or improved, or at least maintained, across a school or educational system if teachers follow a precise instructional script.

Milner recommends a moratorium be placed on the use of test-based teacher evaluation system until a satisfactory level of accuracy has been achieved.

Horace Mann - Schools, Education & Accomplishments - Biography

Blowback against standardized testing in recent months has at least forced some districts to revisit evaluations. In some states, policymakers have consulted affiliates of the National Education Association and worked with them to develop comprehensive evaluation systems based on multiple measures of student achievement and traditional classroom observations.

Fast-Track Teacher Preparation. Alternative teacher certification programs that push candidates into classrooms without any real intensive training contributes to the already pervasive sentiment that teaching is something anyone can do. Milner singles out Teach for America for recruiting teachers from top schools who, while they may have impressive knowledge of a specific content area, often lack proper training in learning theory, child development, or pedagogical skills.