Teacher training

Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community.

Although ideally it should be conceived of, and organised as, a seamless continuum, teacher education is often divided into these stages

There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner).

In many countries, Initial Teacher Education (also known as preservice teacher training) takes place largely or exclusively in institutions of Higher Education. It may be organized according to two basic models.

In the 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often an undergraduate bachelor's degree), and then studies for a further period to gain an additional qualification in teaching (this may take the form of a post-baccalaureate credential or master's degree).

In the alternative 'concurrent' model, a student simultaneously studies both one or more academic subjects, and the ways of teaching that subject, leading to a combined bachelor's degree and teaching credential to qualify as a teacher of that subject.

Other pathways are also available. In some countries, it is possible for a person to receive training as a teacher by working in a school under the responsibility of an accredited experienced practitioner. In the United Kingdom there is a long tradition of partnerships between universities and schools in providing state supported teacher education. This tradition is not without tensions and controversies.

In the United States, approximately one-third of new teachers come through alternative routes to teacher certification, according to testimony given by Emily Feistritzer, the President of National Center for Alternative Certification and the National Center for Education Information, to a congressional subcommittee on May 17, 2007. However, many alternative pathways are affiliated with schools of education, where candidates still enroll in university-based coursework. A supplemental component of university-based coursework is community-based teacher education, where teacher candidates immerse themselves in communities that will allow them to apply teaching theory to practice. Community-based teacher education also challenges teacher candidates' assumptions about the issues of gender, race, and multicultural diversity.

...
Wikipedia