Teacher education history in Chile can be traced back to its first institutions in the nineteenth century. From secondary-level origins, to its current university-based status, this book highlights the intermingling of policy with structural and process definitions of teacher education throughout
Chilean history, up until recent market policies, to offer a comprehensive account of educational development in Chile.
The authors investigate the complex role played by governments in supporting teacher education, strengthening programme quality, in constructing policies around support for institutional development and accountability, and in controlling educational development through standards and external
evaluations. Beyond these broad themes, the book focuses on interesting periods and issues surrounding teacher education development throughout Chilean history. It recalls the early twentieth century emergence of a strong professional teacher movement, and dedicates a specific chapter to the role
of women in teacher education. The authors also offer insight into the role of inclusive preparation, and the limited options for indigenous people in this respect. This book will be valuable to researchers and professionals interested in comparative teacher education issues and policy developments.
Essential reading for the ADI exams, Practical Teaching Skills for Driving Instructors is an indispensable guide for all new and established driving instructors. Fully revised and updated for this 11th edition, it also provides all the necessary advice for the conscientious instructor keen to
communicate effectively with their learners.Containing essential guidance on teaching, communication and coaching skills, Practical Teaching Skills for Driving Instructors is ideal for both existing and trainee driving instructors. It investigates how and why people learn, and the different teaching
and learning processes that are involved. With sections on structuring lessons and problem solving, it covers the whole teaching process, from early stage lessons to the final practical test. The companion title to the popular best-seller, The Driving Instructor's Handbook, this is your practical
guide to developing and improving your ability to teach driving as a lifetime skill.
Teacher policy and practice in Australia has evolved substantially from the development of the first colony in 1788 to the present. This book traces the history of teacher preparation through five inter-related phases; the unregulated phase, the apprenticeship phase, the ascendancy of the Teachers
Colleges, the ascendancy of the Colleges of Advanced Education, and the university dominated phase from 1989 to the present day. While the focus is primarily on preparation to teach in primary and secondary schools, this important text also sheds light on teacher preparation for vocational
education and at kindergarten level. The rich historical overview explores both the state and private sector together with that of the Christian Churches. Furthermore, research is not merely restricted just to initial teacher preparation; continuing professional development is also considered.With
its comparative outlook, this book will prove an invaluable resource for not only Australian educational leaders, historians and policy makers, but also their counterparts internationally. The authors provide an exposition which will be used by teacher educators in many parts of the world to sharpen
their perceptions of their own situations through comparison and contrast, to provoke ideas for critical discussion, and to stimulate them to come to an understanding of the importance of considering contemporary developments within their wider historical contexts.
This book charts the origins and development of teacher preparation in Scotland from 1872 onwards, covering key milestones in policy and practice, and looking ahead to the future.
Rachel Shanks, in this edited collection, brings together a narrative of the drivers influencing teacher preparation in Scotland across the nineteenth, twentieth and twenty-first centuries, answering fundamental questions: How has the role of universities in teacher preparation and the acceptance of
education as an academic discipline changed over time? What have been the impact of policy changes such as Curriculum for Excellence and the Donaldson Report 'Teaching Scotland's Future'? What role does partnership-working play in the preparation of teachers in Scotland?
The book includes contributions on the historical development of teacher preparation and the current pathways into teaching which include undergraduate degrees, the one year Professional Graduate Diploma in Education, Online and Distance Learning and Masters routes. There are individual chapters on
the topics of school placement, teacher induction, Catholic teacher preparation, the Episcopal Teaching Training College, and the preparation of English language teachers. Concluding with suggestions on how teacher preparation may develop in the future, this book is a truly comprehensive record of
the historic, current and potential evolution of teacher preparation in Scotland.
This historical narrative focuses on the emergence of teacher education in Zambia. Providing archival material, diverse interpretations, local voices through interview and email, it engages the reader in a complex recipe of viewpoints. It rehearses how teacher education developed from a form of
apprenticeship in remote villages to the more centralized 'normal school' in colonial times through to colleges with nationwide catchment and more recently to university accreditation. Schooling as an avenue to social mobility and nation building, the challenges of student centred-learning and the
development of teachers as professionals are central themes throughout the text. Also analysed is the nature of education offered at different times and how the teacher and his/her education reflect this, arguing the need for a fundamentally new philosophy of education and a mode of teacher
formation in line with it.
This book will be an invaluable tool for undergraduate and postgraduate education students, researchers, and practitioners alike, both within and beyond the Zambian and African contexts. It provides rich historical data from which policy makers, historians, and teaching professionals can explore the
re-conceptualisation of the role of the teacher as professional rather than as civil servant. Designed to stimulate critical discussion so as to enhance understanding of what effective teaching and teacher education entail and framed by long-term first-hand experience of teacher education in Zambia.