scholarly journals The Hidden Curriculum of Teacher Training

10.33496/008 ◽  
2019 ◽  
pp. 91-94
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Current Literature ◽  
Education Program ◽  
Hidden Curriculum ◽  
Teacher Education Program ◽  
Future Teacher ◽  
Education Systems ◽  
Emerging Themes ◽  
And Training

This opinion paper relies on classic and current literature as well as the author’s own expertise and perspective to propose a few core agenda points for teacher education and training in current contexts. It is suggested that although the Israeli (as well as other) education systems has systematically refrained from phrasing and implementing a comprehensive, strategic view of what education should be all about the emerging themes may serve as underlying guidelines for current and future teacher education program.

scholarly journals The Hidden Curriculum of Teacher Training

10.33496/007 ◽  
2019 ◽  
pp. 91-94
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Current Literature ◽  
Education Program ◽  
Hidden Curriculum ◽  
Teacher Education Program ◽  
Future Teacher ◽  
Education Systems ◽  
Emerging Themes ◽  
And Training

This opinion paper relies on classic and current literature as well as the author’s own expertise and perspective to propose a few core agenda points for teacher education and training in current contexts. It is suggested that although the Israeli (as well as other) education systems has systematically refrained from phrasing and implementing a comprehensive, strategic view of what education should be all about the emerging themes may serve as underlying guidelines for current and future teacher education program.

scholarly journals Teacher-Candidates' Perceptions of School Climate: A Mixed Methods Investigation

2008 ◽  
Vol 5 (2) ◽  
Author(s):  
Lorenzo Cherubini
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mixed Methods ◽  
School Climate ◽  
Beginning Teachers ◽  
Education Program ◽  
Teacher Candidates ◽  
Hidden Curriculum ◽  
Teacher Education Program ◽  
Teaching Experience

Preservice teacher-candidates are assigned to a number of different schools for their practicum experiences and as a result are immersed in a variety of school cultures and their respective climates. Interestingly, though matters related to school climate and the hidden curriculum are discussed in the literature, there is a lack of comprehensive research around preservice teachers’ expectations and observations during their formal teacher education program. Given that beginning teachers’ experiences are intensely impacted by their observations and experiences throughout their teacher training, the purpose of the study was to investigate teacher candidates’ beliefs about the climate of schools at the beginning and near completion of their teacher education program. More specifically, this study employed a mixed methods research design to determine how beliefs about the hidden curriculum of schools compared to teacher candidates’ impressions as they gained practice-teaching experience in various schools. The results may induce preservice education faculty to evaluate the underlying pedagogical causes that profoundly illuminate and engagingly implicate the tensions within teacher candidates’ expectations of school climate and their observed realities.

Reflections on Teacher Empowerment and Teacher Education

1986 ◽  
Vol 56 (4) ◽  
pp. 473-481 ◽  
Author(s):  
Margaret Yonemura
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Peer Relations ◽  
Education Program ◽  
Teacher Education Program ◽  
Paulo Freire ◽  
Teacher Empowerment ◽  
Whole Child ◽  
Child Study ◽  
Daily Experiences

Margaret Yonemura discusses the development of her concept of empowerment and its current expression in a teacher education program. The author has been influenced by the Malting House School and its Deweyan focus on the whole child actively generating knowledge out of daily experiences, guided by a teacher who helps connect it with the disciplines. She explores three ways in which she works to empower students in teacher training: through the invention of curriculum, through ongoing peer relations, and through child study. The author joins Jean Piaget, Paulo Freire, and others in suggesting that humans beings can and must shift educational perspectives in the direction of emancipation.

Sign in / Sign up

Export Citation Format

Share Document