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International Review of Education

, Volume 29, Issue 2, pp 199–213 | Cite as

The implications of UPE for teacher education

  • A. R. Thompson
  • J. J. Greenland
Part 3 — Teachers

Abstract

The huge and sudden increase in the demand for qualified teachers which UPE has occasioned is obliging many countries to develop alternatives to conventional initial training, notably ‘distance’ programmes and the use of headteachers as trainers of their staff. Universal primary, but not secondary, education also implies changing the content of the training curriculum. All these innovations should not be viewed as threatening constraints but as opportunities for progress towards a policy of lifelong professional development. Features of such a policy would include a review of the respective contributions of initial, induction and inservice training, school-based and school-focussed alternatives to ‘the course’, a concern with the cost-effectiveness of different strategies, and the active involvement of teachers in their own training.

Keywords

Professional Development Teacher Education Universal Primary Sudden Increase Active Involvement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Zusammenfassung

In vielen Ländern hat der weltweite Ausbau des Primarschulwesens einen gewaltigen und plötzlichen Anstieg im Bedarf an qualifizierten Lehrkörpern nach sich gezogen. Dadurch wurden viele Länder gleichermaßen gezwungen, Alternativen zur herkömmlichen Anfangsausbildung zu entwickeln, insbesondere Fernunterricht und Einsatz von Schulleitern bei der Ausbildung ihres Lehrpersonals. Der weltweite Ausbau der Primar-, aber nicht Sekundarerziehung impliziert eine inhaltliche Änderung des Ausbildungscurriculums. All diese Innovationen sollten nicht als bedrohliche Zwänge, sondern als richtungsweisende Möglichkeiten für ein Programm lebenslanger, beruflicher Entwicklung angesehen werden. Eine solche Bildungspolitik würde u.a. einen Rückblich auf anfängliche, einführende und weiterführende Formen der Ausbildung einschließen. Sie würde aber auch die auf Schulen basierten und konzentrierten Alternativen zu ‘dem Kursus’ gewährleisten. Sie sind die Formen, die Kostenwirksamkeit verschiedener Strategien sichern und die Lehrer aktiv an ihrer eigenen Ausbildung beteiligen.

Résumé

La croissance soudaine et intense de la demande d'enseignants qualifiés que l'enseignement primaire universel a provoquée oblige de nombreux pays à recourir à d'autres moyens que la formation initiale conventionelle, notamment à des programmes à distance et à l'emploi des directeurs d'établissement comme formateurs de leur propre personnel enseignant. L'enseignement primaire universel — mais non le secondaire — implique aussi des changements dans le contenu du curriculum de formation. Toutes ces innovations ne devraient pas être regardées comme des contraintes menaçantes mais plutôt comme des occasions de progresser vers une politique de développement professionnel continu. Une telle politique incorporerait les aspects suivants: évaluation des contributions respectives apportées par la formation initiale, la formation à l'entrée en service et celle en cours d'emploi; choix entre le ‘cours’ traditionnel et celui donné à l'école et centré sur les besoins de l'école; étude du rapport coût-efficacité des différentes stratégies de formation, et participation active des enseignants à leur propre formation.

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Copyright information

© Martinus Nijhoff 1983

Authors and Affiliations

  • A. R. Thompson
  • J. J. Greenland

There are no affiliations available

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