Generate ideas and say what forms can each of the teacher education stages take, give examples to illustrate your answer.

4 State what the difference between ‘teacher training’ and ‘teacher development’ is.

INFORMATION-ACCUMULATION: READING

Work in groups of three, read the extracts (A-C), and then share the information about what Initial Teacher Education is.

Initial Teacher Education

Text A: Organization

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.

Text B: Curriculum

The question of what knowledge, attitudes, behaviours and skills teachers should possess is the subject of much debate in many cultures. 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, attitudes and behaviours that they will need to be active in society and the economy.

Generally, Teacher Education curricula can be broken down into four major areas:

foundational knowledge in education-related aspects of philosophy of education, history of education, educational psychology, and sociology of education.
skills in assessing student learning, supporting English Language learners, using technology to improve teaching and learning, and supporting students with special needs.
content-area and methods knowledge and skills – 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, 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 learn' or 'social competences'), which cut across traditional subject boundaries, and therefore call into question traditional ways of designing the Teacher Education curriculum (and traditional school curricula and 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, or (U.S.) internship.

Text C: Supervised field experiences

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

These three areas reflect the organization of most teacher education programs in North America (though not necessarily elsewhere in the world) – courses, modules, and other activities are often organized to belong to one of the three major areas of teacher education. The organization makes the programs more rational or logical in structure.

Additionally, with the increasing demands of the " teacher" research is beginning to suggest that teachers must not only be trained to increase learning experiences for their students, but how to also be a leader in an increasingly challenging field. The debate of how best to prepare teachers for teaching in today's demanding environments will continue to be an important focus of the United States, where the education of all children successfully is priority.

[34]Teacher Education, Wikipedia, 2016

2 Read the whole text and answer the following comprehension questions:

1. What are the basic models of Initial Teacher Education?

2. Why has the question of what knowledge, attitudes, behaviours and skills teachers should possess become the subject of much debate in many cultures?

3. What are four major areas of Teacher Education curricula?

4. What do you know about ‘transversal’ or ‘horizontal’ skills?

5. What forms can practice at classroom teaching take?

6. What new requirements does the society put forward for teachers?

Study the extracts (A-C) and match the concepts and their meaning.

1. consecutive (adj.)	a) basic
2. concurrent (adj.)	b) existing or happening at the same time
3. foundational (adj.)	c) document to confirm what you claim to be
4. transversal (adj.)	d) coming one after another without interruption
5. credential (n.)	e) getting practical experience of a job
6. internship (n.)	f) situated across something

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