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curriculum or Interaction of Learner and teachers
This is understandable, as teachers are entrusted with the transmission to learners of society's beliefs, attitudes and deontology, as well as of information, advice and wisdom, and with facilitating learners' acquisition of the key knowledge,tods shoes, attitudes and behaviors that they will need to be active in society and the economy.
Generally, Teacher Education curricula can be broken down into these blocks:
Foundational knowledge and skills--usually this area is about education-related aspects of philosophy of education, history of education, educational psychology,north face denali jacket, and sociology of education
Content- area and methods knowledge--often also including ways of teaching and assessing a specific subject, in which case this area may overlap with the first ("foundational") area. There is increasing debate about this aspect; because it is no longer possible to know in advance what kinds of knowledge and skill pupils will need when they enter adult life,nike sb lows, it becomes harder to know what kinds of knowledge and skill teachers should have. Increasingly, emphasis is placed upon 'transversal' or 'horizontal' skills (such as 'learning to not learn' or 'social competences', which cut across traditional subject boundaries,juicy couture wholesale, and therefore call into question traditional ways of designing the Teacher Education curriculum (and traditional ways of working in the classroom).
Practice at classroom teaching or at some other form of educational practice--usually supervised and supported in some way, though not always. Practice can take the form of field observations, student teaching.
Field observations--include observation and limited participation within a classroom under the supervision of the classroom teacher
Student teaching--includes a number of weeks teaching in an assigned classroom under the supervision of the classroom teacher and a supervisor (e. g. from the university)
Internship--teaching candidate is supervised within his or her own classroom with Teacher resources
The organization makes the programs more rational or logical in structure. The conventional organization has sometimes also been criticized, however, as artificial and unrepresentative of how teachers actually experience their work. Problems of practice frequently (perhaps usually) concern foundational issues, curriculum, and practical knowledge simultaneously, and separating them during teacher education may therefore not be helpful.
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