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tahader · Gast

Professional learning in practice
Countries such as Germany, France and Luxembourg have long demanded two to three years of graduate-level study for prospective educators plus a bachelor's degree in the subject(s) to be taught. The educational courses include the study of child development and learning, teaching methods and teaching methods, as well as an intensively supervised internship in a university affiliated school.

In France, all candidates now complete a postgraduate program at newly established university institutes to prepare teachers and linked to nearby schools. In Japan and Taiwan, new teachers complete a one-year supervised internship with a low teaching load that allows for mentoring and additional study. Under Japanese law, first-year teachers receive a minimum of twenty days of in-service training and sixty days of professional development. Principal teachers are released from their classrooms to advise and advise them.

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In their study of mathematics teaching in Japan, Taiwan, and the United States, Stigler and Stevenson note: “One of the reasons for mastering the lessons of the Asian class is that there is a highly structured effort to impart the accumulated wisdom of the teaching of training to each new generation of teachers and to maintain mastery of the practice by providing teachers with opportunities for continuous learning. from each other."

Without these support, learning good teaching is very difficult. Most American teachers begin their careers in disadvantaged schools where their turnover is higher, the most educationally needy students whom no one else would want to teach, are given the most demanding teaching loads with the greatest number of extra assignments, receive few curricular materials and There is no guidance or support.

ElizabethHowe · Ehemaliges Mitglied Beiträge: 1

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