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This guide contains the following chapters: The teaching context / W. Hall; The teaching process / W. Hall; Writing and using aims and objectives / G. Bennett & A. Watson; Planning teaching / A. Watson; Organising content / R. Pithers; Meeting the first class / G. Bennett & A. Watson; Teaching large groups / W. Hall; Teaching small groups / D. Thew; Importance of questioning as a technique / D. Thew; Teaching individuals / M. Tennant; Teaching practical skills / A. Watson; Instructional aids / L. Field; Background resources / L. Field; Assessing student achievement / W. Hall; Solving concerns of teachers and students / G. Woodburne; Evaluating courses / W. Hall; Learning and teaching / M. Tennant. Show less

This article compares teacher education in China with Canada, with the aim of fostering a cross-cultural dialogue between the two systems. Using case studies the article attempts to address the following questions: What can the two countries learn from each other? Can Canadian teacher education be a possible alternative model for China? Can Canada's teacher education curriculum be used to enhance greater pedagogical preparation and more pre-service teaching practice for China? Is Canada's move towards strengthening professionalism in teaching of value to China?

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This brief draws on the outputs of Asian Development Bank (ADB) technical assistance (TA) for Teacher Quality Analysis, implemented in 2021-2022. These outputs included a comprehensive literature review on global trends in teacher education reforms, and field studies on teacher education in four countries: Finland, Singapore, Sri Lanka, and Uzbekistan. Drawing on these studies, the TA project designed and delivered online training programs on teacher education reforms for participants in Sri Lanka and Uzbekistan. This brief highlights key findings and recommendations from the studies, and identifies potential areas for future ADB support of teacher education in its developing member countries (DMCs).

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This study gives the results of a telephone survey examining the support needs of TAFE NSW teachers undertaking the Bachelor of Teaching (Vocational Education and Teaching), offered in distance mode by Charles Sturt University. Support for teachers studying in the program was provided by the University and by TAFE NSW, the latter including provision of mentor support and release time for study.

There was an 80 per cent response rate from a total of 15 teachers enrolled in the course. The study concluded that satisfactory levels of support were provided to course participants by the University and by TAFE NSW. The study identifies areas where support could be improved by both Institutions. This includes recognising learners' differing educational backgrounds and learning needs; improving access to lecturers, including remote face-to-face access; clarification of the purpose of assignments and their assessment criteria; providing help with learning how to write and structure assignments; making the 'residential' more flexibly responsive to student needs, and improving access to learning materials. Show less

Industry professionals are permitted to teach in Michigan's federally funded career and technical education (CTE) secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA) provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of AOA teachers and their use of specific instructional activities and a statistical relationship between their years teaching in the CTE classroom and the degree of collaboration with academic, industry and occupational colleagues. While AOA teachers are confident in their ability to share occupational knowledge and skills, they lack an extensive awareness of authentic assessment strategies. Recommendations include establishing teacher mentoring programs, where both academic and occupational peers serve as mentors to AOA teachers.

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[Technical and vocational education and training] TVET teaching staff play a vital role in providing TVET learners with the digital skills and competencies needed for a rapidly evolving, technologically advancing world of work and learning. Yet in all countries across the world, TVET teachers and trainers encounter multiple challenges both in accessing high-quality, relevant digital skills development opportunities and in obtaining the institutional support needed to effectively integrate technology in their teaching and training practices. These issues were explored in a recently published UNESCO-UNEVOC study on digital skills development in TVET teacher training [available in VOCEDplus at TD/TNC 147.629], which collated data from existing surveys and reports to provide a global overview of trends, challenges and promising practices in TVET teacher and trainer digital skills development across different regions and country contexts (UNESCO-UNEVOC, 2022).

While the study has filled a gap in knowledge on TVET teachers’/trainers' access to digital skills training and support, issues concerning its methodology, and thus also its findings, should be acknowledged. This paper summarizes the main findings of the UNESCO-UNEVOC trends mapping study, but also reflects upon its purpose, methods and conclusions. It points to future work to be done to provide a reliable evidence base and inspiring examples for designing effective digital skills policies and programmes.

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Dr Gregor Ramsey is to undertake the wide-ranging Review of Teacher Education in NSW, as part of the NSW Government's program for raising the quality of teachers and teaching in the state. In this interview, he discusses the importance of the review, societal changes which have affected the teaching profession, and his hopes for the outcome of the review. Show less

The government of India realised the importance of teacher education as a result of which many reforms were brought out particularly after independence. Many committees and commissions were set up for strengthening the system of teacher education during the post-independence period. As a result, the number of secondary stage institutions have gone up to more than 2000 from a mere 51 institutions in 1947-48. The University Education Commission (1948) recommended that theory and practice of pre-service teacher education must support each other. The Education Commission (1966) recommended the quality of training institutions and of how teacher education programs should be implemented. The Secondary Education Commission (1952-53) recommended the adoption of new techniques of evaluation and suggested that more capable and intelligent persons should be attracted to the teaching profession. The important landmark was the setting up of the State Institutes of Education (SIEs) in 1964 for providing greater coverage and regional specificity in the programs of in-service education and training of teachers and other educational personnel concerned with primary education. In 1973, the government of India constituted the National Council of Teacher Education (NCTE) to act as a national advisory body on all matters relating to teacher education and to review progress and plan schemes to ensure adequate standards in teacher education. The National Policy on Education (NPE) (1986) and Programme of Action (POA) (1992) called for an overhaul of the teacher education system. The Acharya Ramamurti Committee of 1990 and the Yashpal Committee Report of 1993 made very useful recommendations. The NCTE was established as a statutory body in 1993 by an Act of Parliament for maintaining the norms and standards in the country. In 1998, the NCTE brought out the Curriculum Framework for Quality Teacher Education, which provides guidelines for the organisation of curriculum for different stages of teacher education. The National Council of Educational Research and Training (NCERT) also brought out teacher education curriculum during 2004. The National Curriculum Framework (2005) recommended that teacher education programs be recast to reflect professionalism in the process of training and teaching. The above committees and commissions, and various scholars and educationalists, have pointed out several weaknesses still prevailing in the teacher education system in our country. Therefore, there is an urgent need to rectify [these] in order to develop quality and competence among prospective teachers so that they may be able to fulfill their changed roles and responsibilities effectively and successfully.

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Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom management. This article begins by exploring the many forces which influence the curriculum of teacher education in higher education, signalling the complexity of the practice of teaching and the expected roles of teachers within a charged socio-political, ideological, as well as educational research arena. It offers a definition of the scope of deep teacher professional development which embraces the complexities of these forces. It particularly addresses the theoretical underpinning that could inform the design and delivery of initial professional education of teacher (IPET) higher education curricula. The article draws on the experiences of enacting a reconceptualised teacher education curriculum at the University of KwaZulu-Natal, faculty of education show the translation of these theoretical conceptions within a curriculum geared towards deep professional learning.

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This progress report contains the initial inquiries of the Royal Commission appointed to inquire into the administration of the Mining and Agricultural, and also the Trades and Art Schools of the colony [Australia]. The Royal Commission on Technical Education was tasked with reporting on the best method of carrying on the work of technical instruction in connection with such schools; to consider and report upon the question of the affiliation of the mining schools with the University of Melbourne; to report as to the adoption in the State schools of a system of instruction in the elements of the sciences pertaining to mining, agricultural, dairying, and manufacturing pursuits; and generally to recommend what means should be adopted for the better provision of a systematic and graduated course of technical instruction.

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