Literaturnachweis - Detailanzeige
| Autor/in | Stuart, Janet S. |
|---|---|
| Titel | College Tutors: A Fulcrum for Change? |
| Quelle | In: International Journal of Educational Development, 22 (2002) 3-4, S.367-379 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0738-0593 |
| DOI | 10.1016/S0738-0593(01)00058-X |
| Schlagwörter | Foreign Countries; Teacher Characteristics; Career Development; Higher Education; Teacher Education; Professional Development; Educational Change; College Faculty; Developing Nations; Teacher Orientation; Ghana; Lesotho; Malawi; Trinidad and Tobago |
| Abstract | The paper summarises information gathered through MUSTER [Multi-Site Teacher Education Research project] on the characteristics and career patterns of college tutors in Ghana, Lesotho, Malawi and Trinidad and Tobago. The findings confirm that teachers become trainers in haphazard ways, that their induction and professional development is neglected, and that consequently many "train as they were trained". Exploring some of their perspectives on their work, the study concludes that although few have an explicit theory of teacher education, most work within a "technical rationality" model, in which knowledge and skills are transmitted to trainees to be applied unproblematically in the schools. This discussion focuses on how colleges can be enabled to lead rather than follow the paradigm shifts in education. (Author). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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