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Overview • A conversation with Eleonora Villegas-Reimers, Wheelock College • Research on teacher education • A conversation with Anustup Nayak, IDiscovery • Global perspectives, improving policy and practice • Teacher professional development, a review of the literature
A conversation with Eleonora Villegas-ReimersAssociate Professor, Wheelock College
What do teachers need to know? • Subject-matter • General knowledge of pedagogy • Pedagogical content-knowledge • Knowledge of student context • Psychology of human development • Skills to bridge theory and practice • Clinical skills • Skills to use and teach about technology • Assessment skills • Knowledge of school, community and society • Political and social justice consciousness
Influencing incentives to enter the teaching profession Financial Incentives (salaries, housing allowances, scholarships) Hiring para-teachers Contract teachers Assistant teachers School-based management
An introduction to teacher development • http://www.edutopia.org/teacher-development-introduction-video • Teacher development Bank Street College—lab school • http://www.edutopia.org/bank-street-video
In pairs, analyze incentives to enter the teaching profession in one country. Discuss what changes could be introduced to make the profession more attractive. • In the same country, discuss the potential short and long term implications on the teaching profession of hiring para teachers and of alternative certification programs.
Recent trends in successful pre-service education • Increasing number of years of programs • Increasingly requiring a higher education degree to teach (particularly at the secondary level) • Increasing length of professional practicum • Emphasizing relationship between content-knowledge and pedagogy (in class and portfolio) • Involving schools much more as significant partners in the preparation of teachers • Emphasizing the development of goals and expectations.
Research on teacher educationthe new scholarship on teacher ed • Pre-Division K. Process-product research • Low status of teacher ed research • Teachers as decision makers • Case Studies