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(Created page with ''''Inservice teacher education''' is an example of on the job training is carrried out as a program of learning orientated towards developing the practical skills required to…')
 
 
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These three areas reflect the organization of most teacher education programs in North America (though not necessarily elsewhere in the world)--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 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.
 
These three areas reflect the organization of most teacher education programs in North America (though not necessarily elsewhere in the world)--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 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.
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==See also==
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*[[Inservice training]]
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*[[Professional development]]
   
 
[[category:Inservice training]]
 
[[category:Inservice training]]

Latest revision as of 23:30, December 21, 2009

Inservice teacher education is an example of on the job training is carrried out as a program of learning orientated towards developing the practical skills required to work as a teacher. The programs are normally sponsored by and carried out in schools.

They usually involve in the US:

  • field observations--include observation and limited participation within a classroom under the supervision of the classroom teacher
  • 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)
  • internship--teaching candidate is supervised within his or her own classroom

These three areas reflect the organization of most teacher education programs in North America (though not necessarily elsewhere in the world)--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 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.

See alsoEdit

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