Gerd-Bodo von Carlsburg TEACHER EDUCATION ... - VPU biblioteka

THE RELATION BETWEEN THEORY AND PRACTICE
IN TEACHER FORMATION
‘PRACTICE’ IN THE FIRST PHASE
• Construction of practice knowledge by observation,
studying in teaching and research projects
• Identification of problem situations at schools
• Collection of practical experiences in cooperative
studying forms
• Collection of didactic experience
Aim:
• The ability to reflect theoretical positions regarding
the experienced practice
• Points of view which are based on science and didactic
‘PRACTICE’ IN THE SECOND PHASE – responsible
work in the classroom
• It should contribute to the construction of concrete
professional competences, attitudes and routines.
Creating a new studying / lifelong learning culture
• Differentiated studying / learning offers
• Application of more new teaching-studying forms
• New organization form of the studying / learning
substance
• Stronger and better arrangement of practice knowledge
• Application orientation
• Individual support (distinction in the width and
size of the studying / lifelong learning substance)
• Optimal support of both efficient and inefficient
pupils
• Development of various activities / including skilled
crafts / languages....
Learning objectives should be
• Self organization
• Self-responsibility
• Self evaluation
Better organization of ‘all-day schools’
• With additional specialized staff
• To encourage creativity / practical and social work
• For the individual demand and avoidance of a social
discrimination
Improvement of resource equipment
• Improvement of the material and personal equipment
• Support of the schools by experts (e.g. therapists,
psychologists, diet scientists etc.)
• Good spatial, computer and technical equipment,
school library
• A new financing system should lead to greatest possible
flexibility and efficiency in the use of the resources
CENTRAL ASPECTS
Teacher Education in Germany
• It is an on experience-based study in the professional
field.
Task of the seminar:
Accompanying, supporting and steering of the professional
processes of learning and personal development
Aim:
Construction of professional action competence and
first routines
(can be done responsibly only through re-connecting
to the theory)
‘PRACTICE’ IN THE THIRD PHASE
• Acquisition of experience knowledge and action securities
in the first working years
• Continuous lifelong education
Safeguarding of the quality of lifelong education
• Stronger autonomy of schools
• Application of modern management concepts
• Introduction of obligatory aim agreements between
teachers and school head-masters and giving of accounts
• Consequences have to be pulled from the evaluations
which were carried out and the transfer research
has to be improvement.
Conclusion
Investing into teacher education must be viewed
as most effective to increase student achievement compared
with other political measures to improve effectiveness
of teaching.
Making teacher education as an open and dynamic
system a reality, will sometimes involve the breaking down
of old concepts of teacher education and the teaching
profession.
In principle, widespread teacher education has to be
conceived as an open and dynamic system and as a continuous
process consisting of the closely interrelated components:
• initial teacher education,
• induction into the professional cultures of schools,
• in-service teacher education and/or continuous professional
development,
• further education for teachers,
• school development and improvement and,
• research.
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