LEADER 04332nam 2200697Ia 450 001 9910809888403321 005 20200520144314.0 010 $a1-136-72996-8 010 $a1-136-72997-6 010 $a0-203-81755-9 024 7 $a10.4324/9780203817551 035 $a(CKB)2550000000098820 035 $a(EBL)956936 035 $a(OCoLC)818930031 035 $a(SSID)ssj0000716405 035 $a(PQKBManifestationID)11442961 035 $a(PQKBTitleCode)TC0000716405 035 $a(PQKBWorkID)10718116 035 $a(PQKB)11617963 035 $a(MiAaPQ)EBC956936 035 $a(Au-PeEL)EBL956936 035 $a(CaPaEBR)ebr10545425 035 $a(CaONFJC)MIL499760 035 $a(OCoLC)787851085 035 $a(EXLCZ)992550000000098820 100 $a20120202d2012 |y| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTeacher education around the world $echanging policies and practices /$fedited by Linda Darling-Hammond and Ann Lieberman 205 $a1st ed. 210 $aLondon $cRoutledge$d2012 215 $a1 online resource (217 p.) 225 1 $aTeacher quality and school development series 300 $aDescription based upon print version of record. 311 $a0-415-57701-2 311 $a0-415-57700-4 320 $aIncludes bibliographical references and index. 327 $aCover; Teacher Education around the World; Copyright; Contents; List of illustrations; Contributors; Preface; 1. The most wanted: Teachers and teacher education in Finland; 2. Quality teachers, Singapore style; 3. Teacher preparation in the Netherlands: Shared visions and common features; 4. Teacher training, education or learning by doing in the UK; 5. Hong Kong: Professional preparation and development of teachers in a market economy; 6. Building capacity for sustained school improvement; 7. Rethinking teacher education in Australia: The teacher quality reforms 327 $a8. Teacher preparation and development in the United States: A changing policy landscape9. Teacher education around the world: What can we learn from international practice?; Notes; References; Index 330 $a"Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is this, what new policies and practices in teacher education have they developed and how do they support the changes? A number of European and Asian countries also top the list when it comes to providing high quality teacher education, but there is little information about what and how they are doing the work and how they have made changes. The leading international contributors to this book describe the systemic policies and practices of teacher education in eight high-achieving countries and how they are dealing with teacher quality, equity, and the changing global society. Among the countries that are doing well - Finland, Singapore, the Netherlands, the UK, Hong Kong, Canada, Australia and the USA - there is an interesting diversity of policies and practices that support their changes in education, including: - emphasis on the preparation, induction, support and assessment of new teachers - focus on teacher retention, teachers' professional knowledge and continuing professional development - curriculum change and critical policies"--$cProvided by publisher. 410 0$aTeacher quality and school development series. 606 $aTeachers$xTraining of$vCross-cultural studies 606 $aEducation and state$vCross-cultural studies 606 $aEducational change$vCross-cultural studies 615 0$aTeachers$xTraining of 615 0$aEducation and state 615 0$aEducational change 676 $a370.71/1 686 $aEDU000000$2bisacsh 701 $aDarling-Hammond$b Linda$f1951-$0469823 701 $aLieberman$b Ann$01656058 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910809888403321 996 $aTeacher education around the world$94008707 997 $aUNINA