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Teacher Education in England: Current models and new developments
No full textThis article is illustrative of a number of studies by the author that have located the reform of teacher education in England to a broader European perspective. The early work was commissioned by the University Council for the Education of Teachers (UCET) and provided the basis for this case study which formed part of a UNESCO research project analysing the development of teacher education across the UNESCO Europe region. The author wrote a further research overview chapter to this publication which he co-edited. The findings of these analyses have been presented to international seminars held in Berlin and Vienn
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Do Universities Have a Role in the Education and Training of Teachers? An International analysis of policy and practice
No full textThe education of teachers has become a major concern in the development and improvement of education systems across the world. In most countries the responsibility for preparing teachers is held by the universities, which has helped raise the status of teaching. However teacher education has come under increasing criticism as overly theoretical and ineffective in addressing the practical needs of teachers within the classroom. This book addresses these concerns directly through a unique series of case studies by leading academics. The book suggests a number of key questions for universities to address in the education of teachers
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Brazil: building national regulatory frameworks
No full textBrazil has recently received many accolades for its 'managed revolution' and significant improvements in its education system. But for policy makers in Brazil one of the challenges is the establishment of a structured relationship between the imperatives of system-wide reform and the needs and perceptions of teachers working within the system. This chapter explores recent developments in Brazil - a large scale laboratory, around teacher quality and teacher development
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A retrospective view of the national case studies on institutional approaches to teacher education
No full textThe need for in-service and continuing training for teachers is universally recognized; however, the studies tend to stress the role of pre-service training and education. As for continuing professional development, a question that arises in several of the studies is whether or not such course provision should be the purview of higher education institutions or be opened to nonacademic
providers, commercial consultation firms, for instance. Certain countries, like Hungary and England, are making important use of the latter possibility. Universities, can propose continuing education programmes for teachers, but their role in the endeavour is by no means guaranteed. The role of government and of accreditation agencies is to assure the quality of such offerings, be they offered by universities or by consultation firms.
This volume, the principal outcome of the project on teacher education, reveals many of the common factors influencing teacher education in the region. It identifies both innovating developments and new trends in the design of institutional models of teacher education. It provides additional information with regard to future policies and possible common lines of action in teacher education and training, aimed at improving the performance and the status of teachers, and of assisting them in coping with a series of new developments in education, in general, and higher education in particular, that include the continued evolution of the “Bologna Process” that is expected to give rise to a European Higher Education Area by 2010, the
assimilation of the information and communication technologies into all the areas of endeavour, and the linear emphasis on periodic in-service training for all teachers
Moon (Bob). — The « New Maths » Curriculum controversy. An international story
No full textAdda Josette. Moon (Bob). — The « New Maths » Curriculum controversy. An international story. In: Revue française de pédagogie, volume 101, 1992. pp. 137-138
Moon, Bob, Implementing the Curriculum, pp. 604-614 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*
No full textReviews models of curriculum change in the British educational setting
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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